THE  HIGH  SCHOOl 
DEBATE  BOOK 


OBBINS 


LIBRARY 


University  of  California 

Class  '     1  •  6  '3  2_ 


THE  HIGH  SCHOOL  DEBATE  BOOK 


THE    HIGH    SCHOOL 
DEBATE    BOOK 


BY 

E.    C.   ROBBINS 

DEBATE    COACH   AT   THE    STATE    UNIVERSITY   OF   IOWA 


•  }    >  9 


•  •    •  S  < 


CHICAGO 

A.  C.  McCLURG  &  CO. 

1911 


Copyright 

A.  C.  McCLURG  &  CO. 

1911 


Published  November,  1911 


PRESS    OF    THE    VAIL    COMPANY 
COSHOCTON,   U.    S.    A. 


PREFACE 

FEW  secondary  schools  offer  courses  in  debate,  and  in 
consideration  of  this  fact  the  present  volume  has 
been  prepared.  It  is  hoped  that  it  will  be  of  service  to 
those  who  wish  to  engage  in  public  discussion  and  yet  who 
are  unable  to  secure  the  advantages  of  special  training. 
The  theoretical  side  of  the  subject  and  its  technical  di- 
visions, except  those  germane  to  the  construction  of  debate, 
have  been  purposely  avoided,  and  the  suggestions  and  ex- 
amples given  are  largely  based  on  the  personal  experiences 
of  the  author. 

The  foremost  object  has  been  to  present  a  book  that 
will  be  useful  to  the  pupil  in  the  high  school.  To  that  end 
every  reference  in  each  bibliography  has  been  evaluated, 
and  citations  to  periodicals  that  are  not  available  to  the 
average  library  have  been  intentionally  omitted.  There  is 
nothing  more  exasperating  and  disheartening  to  a  debater 
than  to  have  in  his  possession  a  large  number  of  references 
to  which  he  does  not  have  access.  With  each  question, 
however,  bibliography  sufficient  for  a  thorough  discussion 
has  been  included. 

The  chapters  which  appear  under  the  title  of  "  Intro- 
ductory Information  "  emphasize  the  fact  that  there  are 
definite  laws  governing  debate,  and  that  their  mastery  is 
within  the  reach  of  those  who  are  willing  to  work.  Some 
of  the  more  important  rules  have  been  set  forth  somewhat 
in  detail,  and  a  study  of  the  briefs  which  follow  will  give 

V 

227161 


vi  PREFACE 

the  essential  information  concerning  the  framework  around 
which  a  debate  is  built.  It  should  be  understood  that  the 
debater  is  not  to  transfer  bodily  to  his  speech  the  argu- 
ments here  presented.  They  merely  illustrate  the  way  in 
which  various  points  may  be  grouped  effectively. 

In  securing  material  the  author  has  been  assisted  by  a 
large  number  of  friends,  both  within  and  without  the  Uni- 
versity. Special  acknowledgment  is  here  made  of  the  gen- 
erous assistance  and  helpful  suggestions  of  Miss  Margaret 
W.  Brown,  the  librarian  of  The  Iowa  State  Traveling 
Library,  whose  work  in  supplying  material  for  debate  has 
brought  her  into  close  touch  with  the  particular  needs  of 
high-school  pupils. 

e.  c.  robbins. 
The  State  University  of  Iowa, 
Iowa  City,  Iowa, 

July,  1911. 


CONTENTS 


PAGE 

Preface v 


INTRODUCTORY  INFORMATION 

CHAPTER 

1    The  Value  of  Debate  ,...,.....       1 

Origin  of  debate;  What  constitutes  formal  debate;  Who 
may  debate;  The  purposes  in  debate;  Means  employed; 
Benefits  of  debate. 

II    Preliminary  Work 7 

Framing  the  question;  Sources  of  information;  Taking 
notes. 

III  Briefing  the  Question 16 

The  introduction;  Body  of  the  Brief;  Basic  arguments; 
Symbols  used;  Refutation  in  the  brief  proper;  The  con- 
clusion;  A  brief  in   detail. 

IV  Preparing  the  Speech -.     .     28 

Writing  the  debate;  Committing  the  debate;  Preparing 
rebuttals. 


BRIEFS  FOR  DEBATE 
Age  Pensions 

Introduction 33 

Affirmative 34 

Negative         36 

Bibliography 39 

Capital  Punishment 

Introduction 44 

Affirmative 44 

Negative .  46 

Bibliography 47 


CONTENTS 

PAGB 

Central  Bank  of  the  United  States 

Introduction 50 

Affirmative 50 

Negative 52 

Bibliography 53 

Commission  Form  of  Municipal  Government 

Introduction 57 

Affirmative 58 

Negative 60 

Bibliography 61 

Conservation  of  Natural  Resources 

Introduction 65 

Affirmative 66 

Negative  .      .      .      .■ 72 

Bibliography 75 

Federal  vs.  State  Rights 

Introduction 79 

Affirmative 80 

Negative   . 81 

Bibliography 84 

Government  Ownership  of  Railways 

Introduction 88 

Affirmative 89 

Negative 93 

Bibliography 96 

Immigration,  Further  Restriction  of 

Introduction 100 

Affirmative 101 

Negative 102 

Bibliography 104 

Income  Tax,  a  Graduated  Federal 

Introduction 109 

Affirmative 110 

Negative 112 

Bibliography 117 


CONTENTS 

PAGE 

Initiative  and  Referendum 

Introduction 121 

Affirmative 122 

Negative 125 

Bibliography 127 

Municipal  Ownership 

Introduction 134 

Affirmative      . 135 

Negative 138 

Bibliography 141 

Philippine  Islands,  Permanent  Retention  of 

Introduction 146 

Affirmative 147 

Negative 150 

Bibliography 154 

Primaey,  Nominations  by  the 

Introduction 158 

Affirmative 159 

Negative 161 

Bibliography 165 

Repeal  of  the  Fifteenth  Amendment  (Negro  Suffrage) 

Introduction 168 

Affirmative 169 

Negative 171 

Bibliography 173 

Saloon  as  a  Soc?ial  Factor 

Introduction 177 

Affirmative 177 

Negative 180 

Bibliography 183 

Ship  Subsidy 

Introduction 189 

Affirmative 189 

Negative 192 

Bibliography 194 


CONTENTS 

PAGE 

Woman  Suffrage 

Introduction 196 

Affirmative 196 

Negative 198 

Bibliography 199 

Yellow  Peril 

Introduction 204 

Affirmative 205 

Negative 207 

Bibliography 209 


APPENDICES 

Appendix  A  —  A  Model  Constitution  for  a  Literary  So- 
ciety   215 

Appendix  B  —  List  of  Questions  for  Debate  upon  which 
the  Library  of  Congress  has  Issued  Bibliographies  .  222 


ABBREVIATIONS  AND  FULL  TITLES  OF 
PERIODICALS  INDEXED 


Am.  Jour,  of  Pol. —  American 
Journal  of  Politics. 

Am.  J.  8oc. —  American  Jour- 
nal of  Sociology. 

American  Political  Science  As- 
sociation Proceedings. 

Ann.  Am.  Acad. —  Annals  of  the 
American  Academy  of  Polit- 
ical and  Social  Science. 

Arena. —  Arena. 

Atlan. —  Atlantic  Monthly. 

Blackw. —  Blackwood's  Edin- 
burgh Magazine. 

Bookm. —  Bookman. 

Cent. —  Century. 

Char. —  Charities  and  The  Com- 
mons. 

Chaut. —  Chautauquan. 

City  Hall—  City  Hall. 

Columbian  Magazine. 

Contemp. —  Contemporary  Re- 
view. 

Cosmopol. —  Cosmopolitan. 

Cur.   Lit. —  Current    Literature. 

Everybody's. —  Everybody's 
Magazine. 

Everywhere. —  Everywhere. 

Fortn. —  Fortnightly  Review. 

Forum. —  Forum. 

Gunton. —  Gunton's  Magazine. 

Harper. —  Harper's  Monthly 
Magazine. 

Harp.  W. —  Harper's  Weekly. 

Ind. —  Independent. 

Johns  Hopkins  University  Stud- 
ies in  Historical  and  Political 
Science. 

J.  Pol.  Econ. —  Journal  of  Po- 
litical Economy. 

Liv.  Age. —  Living  Age. 


McClure. —  McClure's  Magazine. 

Moody. —  Moody's  Magazine. 

Municipal  A  ffairs. —  Municipal 
Affairs. 

Municipal  Gov't. —  Municipal 
Government. 

Nation. — Nation. 

Nat.  Conf.  City  Gov't.— Na,-^ 
tional  Conference  City  Gov- 
ernment. 

National  Magazine. —  National 
Magazine. 

National  Monthly. —  National 
Monthly. 

New  Eng.  M. —  New  England 
Magazine. 

19th  Cent.—  Nineteenth  Cen- 
tury. 

No.  Am. —  North  American  Re- 
view. 

Northwestern  Banker. —  North- 
western Banker. 

Outlook. —  Outlook. 

Pol.  Sci.  Q. —  Political  Science 
Quarterly. 

Pop.  Sci. —  Popular  Science 
Monthly. 

Q.  J.  Econ. —  Quarterly  Jour- 
nal of  Economics. 

Quar. —  Quarterly  Review. 

R.  of  Rs. —  Review  of  Reviews, 
American. 

Sci.  Am. —  Scientific   American. 

Scrib.  M.—  Scribner's  Maga- 
zine. 

U.  S.  Indust.  Com. —  United 
States  Industrial  Commission. 

World  To-Day.—  World  To- 
Day. 

World's  Work.—  World's  Work. 


THE 
HIGH  SCHOOL  DEBATE  BOOK 


CHAPTER  I 

THE   VALUE    OF    DEBATE 

PUBLIC  discussion  is  one  of  the  means  by  which  man 
has  sought  to  advance  himself  in  the  scale  of  civiliza- 
tion.    It  is  said  that  from  the  earliest  beginnings  of  human 
history  down  to  the  present  time  every  race  has  carried  on 
Origin  of      debate    in    some    form.     Argumentation    is    a 
Debate  natural  means  of  gathering  and  disseminating 

knowledge,  and  the  fact  is  significant  that  the  more  civilized 
a  nation  becomes,  the  more  skilful  and  exacting  is  its  dis- 
cussion. The  part  debate  has  played  in  world  affairs  is 
seen  on  every  page  of  history  and  it  is  one  of  the  great 
educational  forces. 

Debate,  as  the  term  is  here  used,  has  a  more  formal  and 
specific  meaning  than  mere  public  discussion.     It  presup- 
poses the  selection  of  a   definite  topic  which 
tutes  Formal    is   to  be   argued.     It   assumes   that  teams   or 
"  sides,"   composed   of  two   or  three   persons, 
have  been  selected,  and  that  one  team  is  prepared  to  affirm 
the  proposition  and  that  the  other  is  ready  to  deny  it.     The 
discussion  often  takes  place  in  public  and  before  an  im- 
partial j  ury  —  usually  three  persons  who  have  been  asked 
1  1 


2  THE  HIGH  SCHOOL  DEBATE  BOOK 

tb  act  &s  jildges  of  the  debate.  Each  speaker  is  allowed  a 
given  amount  of  time  for  his  main  speech,  generally  twelve 
minutes  in  inter-collegiate  debates,  with  five  minutes  for 
rebuttal.  At  the  conclusion  of  the  argument  the  judges 
render  their  decision  as  to  which  team  has  done  the  more 
effective  work.  They  may  vote  either  with  or  without  con- 
ference. A  plan  which  is  growing  in  favor  is  to  have  each 
judge  give  his  decision  independently  of  the  other  two. 

There  are  few  young  people  who  do  not  possess  some 
natural   aptitude    for    effective   work   in   public    argument. 

Who  May      Successful    debate    is    largely    the    result    of 

Debate  practice.     In  high-school  athletics  a  contestant 

spends  days  and  months  in  training  before  he  becomes  a 
consistent  hurdler  or  fills  his  position  creditably  on  the 
football  team;  so,  also,  in  the  field  of  debate  the  contestant 
must  spend  time  in  search  of  material,  in  sifting  arguments, 
and  in  writing  and  rewriting  his  speech.  Many  inter- 
collegiate debaters  have  said  that  they  never  understood 
the  full  significance  of  what  is  required  in  debate  until  they 
met  their  first  defeat.  Be  that  as  it  may,  it  is  training 
rather  than  a  natural  aptitude  that  leads  to  ultimate  achieve- 
ment. Pupils,  of  course,  will  find  a  teacher's  suggestions 
invaluable,  but,  for  the  most  part,  it  is  the  individual  per- 
severance of  each  boy  and  girl  that  leads  to  success. 

It  is  often  the  case  that  debaters  in  high  school  or  uni- 
versity, on  account  of  pleasing  voices  or  naturally  good 
stage  presence,  are  able  to  make  a  better  initial  appear- 
ance than  their  opponents,  and  because  of  tnis  advantage, 
become  so  self-satisfied  that  they  will  not  work.  They 
seem  to  think  that  they  are  bom  debaters,  and  that  it  is 
not  necessary  for  them  to  put  forth  a  worthy  effort.  The 
outcome  of  such  an  assumption  is  inevitable.     In  the  junior 


THE  HIGH  SCHOOL  DEBATE  BOOK  S 

and  senior  years  these  same  self-satisfied  students  find  their 
places  suddenly  usurped  by  others^  who  at  the  beginning 
apparently  possessed  fewer  natural  capabilities,  but  who 
devoted  themselves  earnestly  to  training.  In  some  schools, 
the  coaches,  in  order  to  win,  have  adopted  the  pernicious 
practice  of  writing  speeches  for  their  debaters.  Nothing 
so  quickly  demoralizes  the  work  of  a  debater  or  so  effect- 
ively destroys  his  self-reliance  as  the  writing  of  debate  by 
a  coach.  Each  pupil  should  go  to  his  instructor  for  guid- 
ance, but  he,  himself,  should  gather  his  own  material,  and 
write  and  deliver  his  own  speech.  It  is  only  as  he  con- 
scientiously does  this  work  that  he  is  worthy  to  be  called  a 
debater. 

There  is  but  one  object  in  debate.  It  is  to  induce  the 
audience  and  judges  to  accept  the  speaker's  explanation 
The  Purpose  °^  *^^  question  under  discussion.  All  other 
in  Debate  matters  are  insignificant  to  the  debater  when 
compared  with  the  purpose  of  creating  in  the  minds  of  his 
listeners  such  a  strong  sense  of  the  correctness  of  what  he 
is  saying  that,  for  the  time  being  at  least,  all  former  con- 
victions are  forgotten  and  the  words  of  the  speaker  are 
taken  as  final.  The  purpose,  then,  is  simple.  It  is  to 
convince. 

Although  the  debater  properly  has  but  one  purpose  in 
mind,  the  means  that  he  uses  to  accomplish  his  object  are 
Means  Em-     varied.     Every   resource   at   the   command   of 
ployed  |-jig  speaker  must  be  marshalled  into  service. 

These  include  personal  appearance,  voice,  manner  of  speak- 
ing, earnestness,  enthusiasm,  persuasiveness,  oratory,  and 
kindred  factors.  They  are  as  substantial  elements  in  suc- 
cessful debate  as  the  material  which  the  debater  has  col- 
lected and  the  care  with  which  he  has  prepared  it.     In 


4  THE  HIGH  SCHOOL  DEBATE  BOOK 

other  words,  the  debater  is  giving  expression  to  his  own 
naturalness.  He  is  using  those  faculties  which  are  a  part 
of  his  natural  being,  but  which,  because  they  may  have 
never  been  called  into  play  in  the  particular  manner  in 
which  he  is  now  employing  them,  seem  to  him  at  first  new, 
unnatural,  and  unreal.  Nothing  artificial  is  required  or 
desirable. 

Educators  are  coming  more  and  more  to  attach  impor- 
tance to  the  fact  that  students  who  are  active  in  their 
Benefits  high-school  and  university  debating  societies 
of  Debat©  ^re  the  ones  who  later  on  are  chosen  by  their 
fellow  men  to  carry  on  the  more  difficult  and  important 
tasks  in  State  and  national  life.  A  professor  of  philosophy 
recently  said  that  he  would  rather  have  his  son  engage  in 
debate  than  in  any  other  form  of  student  activity.  When 
asked  why  he  was  so  staunch  a  friend  of  debate,  he  replied 
that  it  was  the  only  branch  of  work  which  forced  the 
student  to  the  limit  of  his  ability  and  put  him  in  the  position 
of  having  gone  to  the  very  bottom  of  his  resources.  "  It 
is  a  fine  thing,"  he  added,  "  for  any  young  person  to  be 
pushed  at  some  time  to  his  very  limit;  to  feel  that  he  has 
exhausted  every  ounce  of  his  power  in  trying  to  accomplish 
a  given  object.  It  is  only  after  a  young  person  has  done 
this  that  he  really  comes  to  know  his  own  points  of  strength 
and  weakness.'*  While  the  underlying  element  of  debate 
is  a  struggle,  there  is  something  in  the  very  nature  of  the 
contest  that  is  compelling.  It  is  doubtful  if  there  is  greater 
fascination  than  that  of  appealing  to  an  audience,  and  thus 
having  the  opportunity  to  direct,  at  least  for  the  time  being, 
the  channel  of  its  thought.  When  a  debater  has  once  en- 
joyed such  a  privilege  he  does  not  soon  forget  the  satis- 
faction it  gives.     The  results  are  not  alone  those  akin  to 


THE  HIGH  SCHOOL  DEBATE  BOOK  5 

personal  aggrandizement.  A  debater  can  not  present  a 
subject  for  the  enlightenment  of  an  audience  without  being 
conscious  of  the  responsibility  which  rests  upon  him.  He 
is  impelled  to  give  the  best  of  his  time  and  thought  to  the 
work. 

Aside  from  these  fundamental  results,  there  are  others, 
which^  while  not  so  basic,  perhaps,  are  none  the  less  grati- 
fying. Debate  teaches  the  student  to  become  a  careful  and 
systematic  reader.  As  he  continues  the  work  he  acquires  a 
more  painstaking  style  of  speech.  Almost  unconsciously 
he  watches  his  enunciation  and  pronunciation,  until  the  es- 
sentials of  a  well-rounded  voice  become,  as  it  were,  second 
nature.  His  personal  appearance  receives  more  attention 
than  heretofore.  He  learns  to  give  quick  retort  and  to  ana- 
lyze the  issues  involved  in  a  given  proposition.  If  called 
upon  unexpectedly  to  speak  in  public,  he  can  turn  all  the  re- 
sources of  his  mind  upon  the  point  he  is  to  discuss,  and  by 
his  ease  and  unassuming  manner  quickly  win  the  confidence 
and  respect  of  his  audience.  Thus  it  is  seen  that  debate 
is  far-reaching.  It  affords  an  opportunity  for  systematic 
training,  and  it  gives  pleasure  to  those  who  participate  in 
it.  It  paves  the  way  for  greater  accomplishments  in  later 
life.  A  short  time  ago  a  well-known  dean  of  a  law  col- 
lege, in  speaking  to  members  of  a  certain  literary  society, 
said  in  substance: 

"  Some  of  my  students  go  down  to  the  football  field,  and 
for  a  brief  time  the  papers  are  filled  with  accounts  of  their 
achievements.  Then  they  graduate  and  go  away.  Scarcely 
ever  again  do  I  hear  or  see  public  mention  of  them.  Other 
of  my  students  enter  the  field  of  debate.  For  the  time 
being  it  seems  as  if  their  rewards  were  less  than  those  of 
the  athlete.     Then  they,  too,  graduate  and  go  away.     But 


6  THE  HIGH  SCHOOL  DEBATE  BOOK 

as  the  years  pass,  I  continually  hear  and  see  public  mention 
of  them.  Some  are  guiding  the  work  of  towns  and  cities 
in  which  they  live.  Others  are  occupying  judicial  positions 
of  honor  and  responsibility.  Still  others  are  in  the  political 
arena.  I  read  of  them  urging  reforms  in  State  legislatures. 
Their  voices  resound  in  the  halls  of  Congress.  As  gov- 
ernors of  States  they  are  holding  in  their  hands  the  des- 
tinies of  many  people.  It  is  the  high-school  and  university 
debaters  who  in  after  years  take  an  active  part  in  the  work 
of  the  world.'* 


CHAPTER  II 


PRELIMINARY    WORK 


LET  it  be  supposed  that  six  pupils  have  been  appointed 
by  the  program  committee  of  a  literary  society  *  to 
prepare  a  public  debate.  The  members,  of  course,  will 
be  divided  into  opposing  teams  with  a  leader  and  two 
others  on  each  side.  It  will  be  assumed,  also,  that  the 
pupils  have  had  no  previous  experience  in  debate.  They 
are  in  high  school  and  have  only  such  facilities  for  work 
on  the  question  as  are  afforded  by  the  average  library. 
By  following  them  through  the  various  stages  of  their 
preparation  for  the  contest,  a  fairly  accurate  idea  of  the 
essentials  necessary  to  successful  debate  will  be  obtained. 

The  first  problem  to  be  considered  is  the  selection  of  a 
question  for  debate.     This  is  a  more  important  matter  than 
Framinff  the    ^'^  generally  supposed.     The  six  debaters  meet 
Question  jj^  joint  conference.     A  variety  of  subjects  is 

suggested,  but  it  is  seen  almost  immediately  that  many  of 
them  are  not  debatable.  Some  are  naturally  one-sided  as, 
for  example,  the  proposition,  Resolved,  That  criminals 
should  be  punished.  The  team  on  the  negative  side  of  a 
question  so  stated  would  find  it  extremely  difficult,  if  not 
impossible,  to   secure  satisfactory  argument  upholding  its 

*  In  Appendix  A,  page  215,  is  found  a  model  constitution  for  a  high- 
school  debating  society.  A  large  part  of  this  constitution  has  heen 
taken  directly  from  the  records  of  a  literary  society  which  has  been 
in  existence  for  over  fifty  years,  and  is  to-day  a  vigorous  organization. 

7 


8  THE  HIGH  SCHOOL  DEBATE  BOOK 

side.  Again^  it  is  often  the  case  that  where  questions  per- 
mit of  an  even  division  of  sides,  there  is  a  dearth  of  availa- 
ble reference  material.  This  is  especially  true  of  certain 
topics  which  interest  the  public  only  for  a  brief  time.  Still 
other  questions,  it  will  be  observed,  so  appeal  to  prejudice 
that  it  is  not  advisable  to  discuss  them.  Before  many  audi- 
ences it  would  be  inexpedient  for  a  speaker  to  uphold  the 
proposition  that  negroes  should  be  given  social  equality 
with  the  whites.  Another  matter  to  be  considered  is  whether 
the  question  is  of  general  interest.  Since  the  program  is 
to  be  public,  it  is  but  good  taste  and  sound  judgment  to 
select  a  subject  which  appeals  to  the  audience  as  a  whole. 

When  a  suitable  and  fair  subject  has  been  chosen,  the 
next  step  is  to  secure  a  proper  wording  of  the  resolution. 
This  is  often  a  difficult  task.  The  statement  should  be 
simple,  yet  so  explicit  that  its  meaning  can  not  be  misin- 
terpreted. It  should  place  the  burden  of  proof  upon  the 
affirmative.  Even  a  slight  mistake  in  wording  may  result 
in  a  question  that  is  entirely  one-sided. 

One  of  the  most  practical  suggestions  which  can  be  made 
is  that  the  debaters  should  not  attempt  to  state  the  question. 
It  should  be  submitted  to  an  instructor,  or,  if  possible,  to  a 
specialist  who  has  in  mind  the  vital  points  involved.  If, 
for  instance,  the  question  deals  with  some  phase  of  the 
national  financial  system,  a  banker  undoubtedly  would  be 
able  to  make  suggestions  as  to  a  statement  of  the  question. 
If  the  proposition  is  of  a  legal  or  political  nature,  local 
attorneys  should  be  asked  concerning  it.  Wording  the 
proposition  is  work  which  properly  belongs  to  a  mature 
mind. 

Even  after  some  older  person  has  stated  the  question,  the 
debaters   should  be  careful  to   observe  that  there   are   no 


THE  HIGH  SCHOOL  DEBATE  BOOK  9 

words  of  ambiguous  meaning,  and  that  the  question  ex- 
presses exactly  the  idea  in  mind.  Six  high-school  pupils 
decided  to  debate  the  question:  "Resolved,  That  Arctic 
explorations  are  not  justified."  When,  on  the  evening  of 
the  contest,  the  negative  sought  to  introduce  evidence  in 
regard  to  the  scientific  discoveries  made  on  Arctic  trips, 
the  affirmative  immediately  objected,  claiming  that  the  ques- 
tion was  limited  to  the  search  for  the  North  Pole.  Cer- 
tainly there  was  nothing  in  the  wording  of  the  question 
which  would  lead  a  judge  to  believe  that  the  affirmative 
was  within  the  bounds  of  reason  in  trying  to  so  limit  the 
question,  yet  an  investigation  showed  that  when  the  question 
was  first  framed  the  two  teams  really  had  in  mind  nothing 
except  the  search  for  the  North  Pole. 

The  question  ought  to  be  stated  in  the  form  of  a  simple 
resolution,  with  as  much  clearness  and  brevity  as  possible. 
The  following  are  examples  of  well-worded  questions: 

Resolved,  That  the  United  States  should  subsidize  her 
merchant  marine. 

Resolved,  That  the  Federal  Government  should  adopt  a 
graduated  income  tax;  constitutionality  granted. 

Resolved,  That  government  regulation  of  so-called  mod- 
ern trusts  is  preferable  to  a  law  prohibiting  the  existence 
of  such  trusts. 

There  is  no  doubt  as  to  what  is  meant  in  these  questions. 
All  technical  phrases  have  been  avoided,  and  the  general 
principle  behind  the  question  has  been  made  the  point  of 
contention. 

With  the  question  decided  and  carefully  worded,  the 
leaders  draw  cuts  for  choice  of  sides.  Everything  then  is 
ready  for  actual  work  on  the  resolution.  The  two  teams 
meet   no    more    in    joint    conference.     From    now    on    the 


10         THE  HIGH  SCHOOL  DEBATE  BOOK 

contest  is  one  of  friendly  rivalry,  and  every  honorable  re- 
source to  outwit  and  outgeneral  the  other  side  should  be 
employed.  Each  team  struggles  not  as  three  individuals 
but  as  one  man. 

Debaters  have  three  sources  of  information.  Magazine 
articles  bearing  on  the  subject  should  be  read.     All  refer- 

Sources  of     ^^^es    in    histories,    encyclopedias,    and    other 

Information    books  must  be  given  special  attention.     There 

should  be  personal  conferences  with  well-informed  persons, 

and  correspondence  with  those  known  to  be  authorities  on 

the  subject. 

Saving  of  time  and  conserving  of  energy  are  invaluable 
features.  Hence,  the  work  should  be  divided  between  the 
members  of  the  team.  To  one  the  leader  should  assign  the 
task  of  compiling  a  magazine  reference  list,  or  bibliography, 
as  it  is  commonly  called.  To  a  second  should  be  given  the 
work  of  looking  up  book  references.  The  third  member 
should  conduct  the  personal  interviews  and  the  correspond- 
ence. With  duties  thus  shared  by  each,  the  work  will  move 
along  methodically  and  rapidly,  and  no  one  will  feel  that 
he  is  carrying  an  unduly  heavy  burden. 

The  member  who  has  the  task  of  preparing  the  magazine 
reference  list  should  go  at  once  to  the  library  and  consult 
Poole's  *'  Index  to  Periodical  Literature."  If  he  is  not 
already  familiar  with  the  use  of  this  book,  he  should  ask 
the  librarian  to  explain  the  way  in  which  the  articles  are 
indexed,  as  an  accurate  knowledge  of  how  to  read  the  refer- 
ences is  indispensable.  Since  IQOO,  Poole's  "Index"  has 
been  supplemented  by  the  "  Reader's  Guide  to  Periodical 
Literature.'*  Both,  however,  have  practically  the  same  ar- 
rangement. The  debater  will  find  the  indexes  issued  in 
volumes  which  cover  one,  five,  and  ten-year  periods.     Each 


THE  HIGH  SCHOOL  DEBATE  BOOK         11 

volume  should  be  searched  for  references,  except  where  it 
is  evident  that  there  is  a  duplication  of  years.  Not  all  the 
references  on  a  given  subject  are  found  under  one  heading. 
For  example,  in  compiling  a  bibliography  on  the  subject 
of  Compulsory  Insurance  for  Workingmen,  it  is  advisable 
to  look  under  such  headings  as  "  Insurance,"  "  Industrial 
Insurance/'  "  Workingmen's  Insurance/'  "  Employer's  Lia- 
bility," and  similar  topics.  It  is  not  always  possible  to 
think  of  the  proper  headings  the  first  time  a  search  is 
made  for  references,  but  the  preliminary  reading  will  ac- 
quaint the  debater  with  the  different  phases  of  the  subject, 
and  he  can  then  complete  his  reference  list  by  looking  under 
the  new  titles.  Not  a  single  reference  should  be  ignored; 
it  may  be  the  most  valuable  one  in  the  entire  list. 

Great  care  should  be  exercised  in  copying  references. 
It  will  be  found  advisable  to  write  each  one  on  a  separate 
card  or  slip  of  paper,  giving  name  of  magazine,  volume, 
page,  raonth,  year,  brief  title,  and  author.  Then,  after 
the  copying  is  completed,  it  will  be  a  comparatively  simple 
task  to  arrange  the  slips  or  cards  according  to  the  various 
magazines.  The  references  to  a  given  magazine  should,  in 
turn,  be  arranged  in  order  —  the  lowest  volume  number 
coming  first,  and  the  rest  following  consecutively.  Such 
disposition  saves  both  time  and  confusion.  It  enables  the 
debater  to  go  to  the  magazine  shelves  and  get  his  volumes 
in  the  order  in  which  they  are  commonly  arranged. 

The  member  to  whom  has  been  assigned  the  book  refer- 
ences should  begin  his  work  with  the  encyclopedias  and 
similar  works  of  reference.  In  the  average  library  will  be 
found  such  books  as  Bliss'  "  Encyclopedia  of  Social  Re- 
form," **  The  Statesmen's  Year  Book,"  and  almanacs  of 
various    kinds.     These    books    have    recent    statistics    and 


12    THE  HIGH  SCHOOL  DEBATE  BOOK 

information  upon  current  questions.  The  library  card  cata- 
logue should  be  examined  thoroughly,  and  every  book  of 
reference  on  the  subject  secured.  Another  source  of  in- 
formation is  the  bibliographies  issued  by  the  Library  of 
Congress.  These  bibliographies  are  reference  lists  of  both 
magazines  and  books.  They  cover  a  great  variety  of  sub- 
jects and  the  number  is  constantly  being  increased.  The 
debater  should  be  sure  to  learn  whether  there  is  such  a 
bibliography  upon  the  particular  question  he  is  studying. 
They  are  sent  free  to  all  libraries,  and  sold  to  individuals 
at  a  nominal  charge.* 

While  the  magazine  and  book  reference  lists  are  being 
compiled,  the  remaining  member  of  the  team  is  conducting 
personal  interviews.  These  interviews,  as  far  as  possible, 
should  be  with  people  who  are  well  read  in  public  affairs. 
High-school  teachers  can  almost  always  direct  the  debater 
to  men  who  are  proper  persons  to  be  interviewed  upon  a 
given  subject. 

Directly  following  each  interview,  the  debater  should 
make  careful  and  clear  notes  on  the  information  gained. 
Care  should  be  taken  to  learn  why  a  man  holds  a  certain 
opinion.  The  debater,  if  possible,  must  ascertain  if  there 
are  political,  religious,  or  social  beliefs  that  influence  the 
man's  opinion.  If  such  is  found  to  be  true,  and  he  learns 
that  a  number  of  men  are  apparently  directed  by  the  same 
influence,  an  important  fact  has  been  discovered.  It  is 
more  than  likely  that  the  majority  of  the  audience,  as  well 
as  the  judges,  will  be  influenced  in  the  same  manner.  The 
debater  should  commence  early  to  appeal  to  these  opinions, 

*  In  Appendix  B,  page  222,  will  be  found  a  list  of  subjects  upon 
which  Congressional  bibliographies  have  been  prepared.  Still  others 
are  in  the  course  of  preparation. 


THE  HIGH  SCHOOL  DEBATE  BOOK         13 

or  prepare  skilfully  to  combat  them,  as  the  case  may  re- 
quire. The  deep-seated,  almost  unconscious,  convictions 
which  men  get  from  political,  religious,  and  social  environ- 
ments are  strong  factors  in  shaping  their  opinions  upon 
public  questions,  and  it  will  tax  the  ingenuity  of  any  de- 
bater to  appeal  to,  or  circumvent,  such  opinions. 

Personal  letters  to  prominent  authorities  should  not  be 
forgotten.  Many  names  can  be  secured  as  a  result  of  the 
interviews.  The  written  request  should  be  brief,  courteous, 
and  specific.  Always  try  to  ask  but  one  or  two  questions 
of  one  person,  and  make  these  questions  clear  and  pointed. 
Prominent  men  are  busy.  They  are  constantly  receiving 
similar  inquiries,  and,  as  a  result,  do  not  have  either  the 
time  or  inclination  to  answer  long  lists  of  questions.  Many 
a  debater  has  received  but  scant  acknowledgment  of  his 
long  and  tiresome  questions,  when  it  is  entirely  probable 
that  he  would  have  received  the  information  he  desired, 
had  he  mailed  a  brief  note,  asking  for  facts  on  a  given 
point.  Do  not  neglect  to  enclose  a  stamped  envelope  in 
each  letter  sent  out. 

After  two  or  three  days  of  searching  for  references  and 
conducting  interviews,  the  debaters  should  meet  for  their 
first  conference.  It  can  not  be  too  strongly  emphasized 
that  at  all  these  meetings,  personal  ambitions  and  signs  of 
superiority  should  be  laid  aside.  The  leader  is  naturally 
chairman  of  the  gathering,  yet  if  he  be  tactful,  he  will  so 
conduct  the  meeting  that  his  co-workers  will  not  be  made 
to  feel  their  secondary  positions. 

At  this  time,  the  member  who  has  had  the  work  of  collect- 
ing magazine  references,  should  be  able  to  furnish  the  other 
two  with  lists  similar  to  his  own.  He  should  also  give  them 
such  suggestions  as  he  has  secured,  that  are  likely  to  save 


14         THE  HIGH  SCHOOL  DEBATE  BOOK 

time  and  work.  The  student  in  charge  of  the  book  refer- 
ences should  do  likewise.  The  third  member  should  care- 
fully explain  the  results  of  his  conferences.  He  should 
read  the  notes  he  has  made  and  later  on,  as  the  replies  to 
his  letters  come  in,  he  should  be  sure  that  the  other  members 
of  the  team  see  the  answers  immediately. 

With  each  debater  thus  supplied  with  systematized  refer- 
ence lists,  and  a  slight  knowledge  of  the  question,  the  work 
Taking  ^^  gathering  information  is  now  begun  in 
Notes  earnest.     Before  commencing  his  reading,  each 

debater  should  supply  himself  with  a  loose-leaf  note  book, 
or  a  large  number  of  blank  cards  of  appropriate  size,  say 
3  by  5  inches.  Notes  on  articles  should  be  taken  freely. 
Anything  which  seems  likely  to  be  of  use  later  on  should 
be  copied.  Not  more  than  one  note  should  be  put  on  one 
page  or  card,  and  the  debater  should  never  use  both  sides 
of  the  sheet.  The  reference  to  the  article  from  which  the 
quotation  is  taken  should  be  put  in  full  at  the  top  of  the 
card  or  sheet,  and  particular  care  should  be  taken  to  see 
that  it  is  copied  accurately. 

When  the  debater  finishes  the  reading  of  a  given  article, 
he  should  indicate  on  his  reference  list  whether  the  article 
is  general,  affirmative,  or  negative.  He  can  do  this  by  using 
the  symbols:  "  G,"  "A,"  and  *' N,"  respectively.  If  the 
reference  is  found  to  be  an  especially  good  one,  and  de- 
serves a  second  reading,  a  small  star  should  be  placed 
alongside  the  letter  which  designates  the  character  of  the 
article.  In  a  similar  manner  the  notes  taken  should  also 
be  labelled.  Work  of  this  kind  requires  but  little  effort,  and 
the  consequent  saving  of  time  and  confusion  as  the  debate 
progresses  is  well  worth  while. 

Each    debater,   of   course,    should   read    every    available 


THE  HIGH  SCHOOL  DEBATE  BOOK         15 

article.  There  is  nothing  that  so  quickly  gives  an  audience 
confidence  in  a  speaker  as  to  see  that  he  has  a  comprehensive 
knowledge  of  his  subject.  On  the  other  hand,  there  is 
nothing  more  disastrous  than  to  have  one  speaker  purposely 
avoid  answering  an  argument.  The  practice  sometimes  per- 
mitted by  coaches  of  allowing  certain  members  of  the  team 
to  read  given  articles  is  extremely  hazardous  and  there  is 
little,  if  any,  excuse  for  it.  In  such  a  case  it  may  easily 
happen  that  on  the  night  of  the  contest  a  debater  will  be 
called  upon  to  defend  or  oppose  an  issue  upon  which  the 
other  speakers  have  done  the  reading.  Even  though  one 
of  his  colleagues  later  takes  up  the  point  in  detail,  it  will 
not  relieve  the  disappointment  which  the  audience  feels 
when  the  speaker  avoids  the  issue. 

Note  should  be  made  of  questions  which  constantly  arise. 
Appropriate  retorts  and  replies  should  be  written  in  detail 
while  they  are  still  fresh  in  the  mind.  To  the  debater, 
such  answers  seem  to  be  inevitable  retorts  when  he  first 
thinks  of  them,  and  he  is  often  tempted  to  believe  that 
they  can  be  easily  remembered.  With  the  rush  of  new 
ideas,  however,  old  ones  are  apt  to  slip  away.  The  only 
safe  method  is  to  use  a  note  book.  At  the  next  meeting 
of  the  team  these  jottings  should  be  brought  forth  and 
discussed.  Answers  to  questions  should  be  carefully 
thought  out  and  appropriate  replies  to  all  issues  prepared. 


CHAPTER  III 

BRIEFING    THE    QUESTION 

AS  the  work  proceeds  members  of  the  team  will  find 
themselves  in  possession  of  an  increasingly  large 
amount  of  material.  Manifestly  there  is  more  than  can 
be  used  even  by  three  speakers.  Questions  at  once  arise 
as  to  what  material  is  desirable.  What  should  be  used? 
What  eliminated.^  The  ability  to  place  true  value  upon  a 
given  argument  is  one  of  the  important  assets  of  a  debater. 
While  experience  is  doubtless  the  best  teacher,  there  are 
certain  methods  which,  if  followed  carefully,  will  be  of 
assistance. 

It  is  said  of  the  great  debater,  Abraham  Lincoln,  that 
often  after  his  opponent  had  finished,  he  would  arise  and  in 
a  sincere  and  straightforward  manner  give  a  better  sum- 
ming up  of  his  opponent's  position  than  that  opponent 
himself  had  been  able  to  do.  Then  Lincoln,  with  his 
unerring  logic,  would  proceed  to  tear  to  pieces  the  argu- 
ment of  the  opposition.  Audiences  applauded  enthusias- 
tically, and  juries  marvelled  at  the  speaker's  ability  to 
answer,  apparently  upon  a  moment's  notice,  the  well 
thought-out  plans  of  his  antagonist.  Few  people  stopped 
to  think  that  Lincoln  had  spent  hours  of  quiet  thought 
evaluating  every  argument  for  and  against  the  topic  he  was 
to  discuss;  that  he  had  analyzed  in  advance  the  points  his 
opponents  would  present,  and  had  made  up  his  mind  just 
how  he  would  rebut  every  issue.     What  Lincoln  did,  every 

16 


THE  HIGH  SCHOOL  DEBATE  BOOK  17 

successful  lawyer  does,  every  business  man  does,  every  de- 
bater must  do. 

One  of  the  best  ways  to  get  firmly  in  mind  the  underlying 
points  of  discussion  is  to  make  an  outline  of  the  whole 
question.  In  debate  there  is  a  special  kind  of  outline 
used.  It  is  called  a  brief,  and  the  work  of  preparing  this 
outline  is  known  as  briefing  the  question.  The  task  is 
one  likely  to  be  ignored  or  shunned  by  the  novice,  but  it 
is  by  all  odds  the  most  important  step  in  preparing  for 
the  debate.  Without  a  clear  outline  a  debater,  no  matter 
how  good  a  speaker  he  may  be  or  how  great  his  knowledge 
of  the  question,  can  not  make  his  points  clear.  It  is  no 
more  reasonable  for  a  debater  to  expect  satisfactory  re- 
sults without  briefing  his  question  than  for  a  farmer  to 
drive  his  team  into  an  unplowed  field  and,  throwing  the 
reins  over  the  backs  of  the  animals,  let  them  drag  the 
plough  wherever  they  wish  and  expect  a  well-ploughed 
field.  The  appearance  of  the  field  and  the  student's  debate 
would  bear  striking  similarities.  Order  and  system  are 
cardinal  doctrines  of  the  debater.  They  are  secured  only 
by  thorough  briefing. 

The  outline,  or  brief,  contains  three  distinct  divisions :  — 
an  introduction,  a  body,  and  a  conclusion.  An  explanation 
of  the  functions  of  each  of  these  parts  is  here  given  be- 
cause without  an  accurate  understanding  of  the  purpose 
of  each,  it  is  extremely  difficult  to  prepare  a  practical 
brief. 

The  purpose  of  the  introduction  is  to  give  a  proper  set- 
ting to  the   discussion  which   follows.     It  paves  the  way 

The  Intro-      ^^^  *^^   direct   argument.     As   in   a   painting 

duction  j-jjg    artist    strives    to    secure    a    proper    back- 

ground for  the  principal  theme  of  his  picture,  so  in  debate 


18         THE  HIGH  SCHOOL  DEBATE  BOOK 

the  opening  speaker  should  put  before  the  audience  those 
things  essential  to  a  correct  understanding  of  the  question. 
He  must  give  the  argument  its  background. 

Theoretically,  an  introduction  should  contain  the  defini- 
tion of  any  doubtful  term.  It  should  give  such  facts  in 
connection  with  the  history  of  the  question  as  seem  essen- 
tial to  an  intelligent  understanding  of  the  argument  to 
be  presented.  It  should  set  forth  the  main  issues  involved 
in  the  discussion.  In  actual  debate,  however,  the  theoretical 
form  is  not  always  realized.  Often,  if  the  opening  speaker 
were  to  include  all  the  phases  commonly  ascribed  to  the 
introduction,  he  would  have  no  time  left  for  the  presenta- 
tion of  direct  argument.  It  frequently  happens  that  it  is 
not  good  debating  tactics  to  state  too  much  at  the  begin- 
ning of  the  debate.  In  a  recent  inter-university  contest 
on  the  "  closed  shop,"  it  seemed  probable  that  the  affirma- 
tive's definition  of  what  constituted  a  "  closed  shop  "  would 
be  a  point  about  which  the  attack  of  the  opposition  would 
center.  The  opening  affirmative  speaker  in  this  instance 
found  a  distinct  advantage  in  delaying  his  definition  of 
what  constituted  a  closed  shop  until  his  speech  was  nearly 
over.  Theoretically,  the  definition  should  have  been  given 
at  the  beginning.  Practically,  it  proved  advisable  to  at- 
tempt to  prejudice  the  audience  with  actual  argument 
before  the  definition  was  given.  It  may  be  added  that 
the  tactics  proved  entirely  successful.  The  opposition 
found  to  its  dismay  that  it  could  not  attack  the  definition 
without  first  tearing  down  the  argument  that  preceded  it. 
This  they  were  unable  to  do. 

Often  it  is  not  advisable  to  state  too  emphatically  what 
the  main  points  of  contention  are,  since  the  opposition  is 
likely   to   bring   forth   argument   of   a   different   character 


THE  HIGH  SCHOOL  DEBATE  BOOK  19 

than  has  been  anticipated.  The  length  of  the  introduction 
and  the  things  included  in  it  depend  almost  entirely  upon 
the  nature  of  the  particular  question  that  is  being  debated. 

There  is  one  general  rule,  however^  which  holds  good. 
Nothing  should  be  permitted  in  the  introduction  that  can- 
not readily  be  admitted  by  both  sides.  Debaters  some- 
times imagine  that  by  adroitly  weaving  biased  testimony 
into  the  introduction  they  are  subtly  winning  the  judges 
to  their  side.  To  the  average  jury  such  deception  is  easily 
apparent  and,  as  frequently  happens,  when  the  opposition 
calls  attention  to  it,  the  result  is  disastrous. 

The  debater,  then,  needs  to  keep  in  mind  that  the  object 
of  the  introduction  is  to  prepare  the  audience  for  the  real 
argument,  and  that,  as  a  consequence,  this  part  of  the 
outline  must  necessarily  be  expository  in  nature  rather  than 
argumentative.  Lastly,  the  debater  can  not  be  too  strongly 
cautioned  against  attempting  to  include  matter  in  the  in- 
troduction which  can  not  be  freely  admitted  by  both  sides. 

The  second  division  is  called  the  Body  of  the  Brief. 
This  part  contains  the  argument.     Its  purpose  is  to  present 

Body  of       evidence  for,  or  against,  the  proposition  under 

the  Brief  discussion  in  such  a  way  as  to  convince  the 
audience  that  there  is  but  one  side  to  the  question.  An 
argument,  it  should  be  remembered,  is  not  a  mere  affirma- 
tion or  denial  of  a  given  question.  Rather,  it  is  a  state- 
ment that  under  given  conditions  certain  results  are  sure 
to  follow,  and  the  presentation  of  evidence  to  prove  that 
the  statement  made  is  correct.  The  mere  affirmation  by 
a  debater  that  a  thing  is  true  or  untrue,  is  worthless.  What 
the  debater  must  do  is  to  give  proof  that  his  statements 
are  correct.  Thus  it  is  seen  that  hi  one  respect,  at  least, 
the  body  of  the  brief  is  the  antithesis  of  the  introduction. 


20         THE  HIGH  SCHOOL  DEBATE  BOOK 

for  whereas  nothing  should  be  incorporated  in  the  intro- 
duction that  can  not  consistently  be  admitted  on  both  sides, 
the  body  should  contain  nothing  that  can  be  admitted  by 
both  sides. 

In  practically  every  question  it  will  be  found  that  there 
are  a  few  basic  arguments.     These,  by  their  very  nature, 
Basic  include    the    smaller    points.     It    is    the    task 

Arguments  ^f  ^^g  debater  to  divide  the  question  into 
these  major  arguments,  and  group  the  minor  ones  logically 
under  them.  For  example,  it  is  often  true  that  a  propo- 
sition is  feasible  from  a  theoretical  standpoint,  but  prac- 
tically it  is  undesirable.  Again,  it  may  be  open  to  grave 
dangers  from  the  political  point  of  view,  or  it  may  be 
economically  unsound.  Often  the  fundamental  principles 
underlying  a  proposition  are  wrong.  Each  broad  argu- 
ment should  be  ferreted  out  and  stated  separately.  One 
fundamental  contention,  well  established,  is  worth  a  dozen 
objections  that  are  only  surface  deep.  Not  the  number, 
but  the  quality,  of  arguments  counts.  If  a  debater,  in 
advocating  the  establishment  of  a  United  States  Bank,  for 
example,  were  to  include  in  the  body  of  his  brief  a  state- 
ment that  such  a  bank  would  give  needed  elasticity  to  our 
currency,  and  then  give  evidence  to  prove  his  contention, 
it  would  be  a  strong  argument  in  his  favor,  for  it  is  recog- 
nized that  a  serious  defect  in  the  currency  system  is  its 
inelasticity.  On  the  other  hand,  should  the  opposition  be 
able  to  show  that  the  proposed  institution  would  be  a 
political  menace,  that  side  would  have  scored  an  equally 
important  point,  for  here,  again,  every  one  realizes  the 
disaster  which  would  result  were  so  powerful  an  institution 
as  a  United  States  Bank  to  become  a  mere  political  foot- 


THE  HIGH  SCHOOL  DEBATE  BOOK         21 

ball.  Such  arguments  are  the  bone  and  sinew  of  the 
debate. 

A  good  method  of  ascertaining  whether  or  not  one  has  a 
mere  statement  or  a  real  argument,  is  to  see  that  the  major 
argument  is  in  the  form  of  a  direct  and  complete  state- 
ment. The  minor  point,  also,  should  be  in  the  form  of 
complete  statements  and  should  go  directly  to  support  the 
contention  made  in  the  major  argument.  In  order  to 
avoid  confusion  and  to  assist  in  an  orderly  arrangement  of 
all  arguments,  symbols  are  commonly  used  to  designate  the 
various  parts  of  the  brief.  The  Roman  number  '*  I  "  sets 
off  the  first  major  argument.  The  capital  letter  **  A  "  de- 
notes the  first  sub-argument  under  "  I."  The  Arabic  fig- 
ure "  1  "  is  employed  to  designate  the  first  argument  under 
Symbols  "  ^^"  ^^^  ^^  ""*^^  ^^^  *^^  sub-arguments  have 
Used  been     included.     The     number     of     sub-argu- 

ments will  vary  with  the  different  questions,  though  they 
seldom  run  to  more  than  four  or  five.  A  complete  set  of 
symbols  would  be  as  follows: 

I. 
A. 
1. 


(1). 

(a). 

In  considering  the  divisions  of  a  brief,  only  what  may 
be  called  positive  argument  has  been  discussed.     A  posi- 
tive argument  is  one  that  directly  upholds  the 
side  of  the  question  for  which  the  debater  is 
contending.     Most  briefs,  however,  contain  another  kind  of 


22         THE  HIGH  SCHOOL  DEBATE  BOOK 

argument;  it  is  known  as  refutation.  Its  purpose  is  to  re- 
fute or  tear  down  an  argument  of  the  opposition.  So  im- 
portant is  the  element  of  refutation  that  each  speaker  is 
allowed  special  time  for  rebuttal.  In  every  well-organized 
debate,  however,  there  is  more  or  less  refutation  found  in 
the  body  of  the  brief. 

It  is  evident  that  when  refutation  is  placed  in  the  brief 
it  must  be  used  with  considerable  skill.  The  embarrass- 
ment would  be  obvious,  were  a  debater,  in  the  main  part 
of  his  speech,  to  refute  a  point  that  the  opposition  had  not 
presented  at  all.  It  takes  a  close,  critical  study  of  argu- 
ments for  and  against  any  proposition  to  be  sure  of  what 
the  opposition  is  likely  to  advance. 

There  are  two  ways  of  including  refutation  in  the  body 
of  the  brief.  One  is  to  admit  that  the  argument  is  an 
important  issue  of  the  debate.  For  example,  a  debater 
in  advocating  the  establishment  of  a  United  States  Bank 
would  soon  find  that  one  of  the  chief  objections  is  the 
argument  that  the  proposed  institution  would  become  in- 
volved in  politics,  as  did  the  first  and  second  United  States 
Banks  many  years  ago.  The  debater  faces  the  problem 
of  showing  that  the  institution  which  he  advocates  would 
avoid  such  difficulties.  To  do  this  it  would  be  necessary 
for  him  to  state,  as  his  major  contention,  the  negative  of 
the  objection  raised  by  the  opposition.  This  might  be 
done  substantially  as  follows: 

I.  The  argument  that  a  United  States  Bank  would  become 
involved  in  politics  is  not  valid,  for, 
A.  The  proposed  bank  would  avoid  the  weaknesses 
in  organization  that  dragged  the  first  and  second 
United  States  Banks  into  politics,  for. 


THE  HIGH  SCHOOL  DEBATE  BOOK  23 

1.  It  would   not  have   private   individuals   as 

stockholders,  for, 

a.  Stock  would  be  held  by  the  national 
banks  of  the  country. 

2.  It  would  not  be  necessary  to  secure  a  re- 
newal of  its  charter  every  twenty  years,  as 
was    the    case   with   the   first    and    second 

United  States  Banks,  for, 

a.  The  charter  given  the  proposed  bank 

would  be   permanent,   and   revocable 

only  for  cause. 

B.  The  American  people  at  the  present  time  would 

not  permit  a  bank  to  be  made  a  political  issue, 

for, 

1.  Banking  problems  in  general  are  unhesi- 
tatingly turned  over  to  the  Federal  Gov- 
ernment. 

a.  Our  present  national  banking  system 
is  controlled  entirely  by  the  Federal 
Government. 

b.  Our  present  sub-treasury  system  is 
clearly  under  Federal  jurisdiction, 
yet  neither  of  those  are  involved  in 
politics. 

The  other  method  of  including  refutation  in  a  brief  is 
to  change  an  argument  that  is  commonly  thought  to  be 
refutation,  into  a  direct,  positive  contention.  This  form  of 
refutation  is  probably  as  difficult  as  any  piece  of  work 
in  the  field  of  debate.  To  accomplish  it  successfully  re- 
quires much  time  and  thought,  but  when  once  done  its 
effectiveness  well  repays  the  effort. 


24         THE  HIGH  SCHOOL  DEBATE  BOOK 

In  a  recent  inter-university  debate  on  the  commission 
form  of  city  government^  the  affirmative  team  was  con- 
tinually confronted  with  the  argument  that  commission 
government  failed  to  provide  a  separate  council,  as  do  the 
other  systems  of  municipal  organization.  Each  attempt 
to  explain  why  a  separate  council  was  not  necessary  under 
the  proposed  form  of  government  seemed  to  put  the  affirma- 
tive hopelessly  on  the  defensive,  until  finally  one  of  the 
debaters  conceived  the  plan  of  calling  the  five  men  who 
would  have  charge  of  the  government  under  the  proposed 
plan,  a  "  commission  council/*. 

The  affirmative's  argument  relative  to  the  council  was 
immediately  changed  from  defensive  refutation  to  positive 
contention  in  favor  of  the  proposed  plan.  On  the  evening 
of  the  contest  the  negative  was  much  surprised  to  have 
their  opponents  advance  as  one  of  the  chief  advantages  of 
commission  government  the  fact  that  it  provided  for  a 
"  commission  council  " —  a  particular  kind  of  council  which 
was  peculiarly  well  fitted  for  American  cities.  The  scheme 
was  entirely  successful.  Not  only  did  the  affirmative 
escape  the  burden  of  explaining  why  the  commission  plan 
failed  to  meet  the  requirements  of  a  well-rounded  form  of 
government,  but  they  fairly  forced  the  negative  to  defend 
the  existing  councils  as  compared  with  the  so-called  "  com- 
mission council."  In  other  words,  they  had  taken  an  argu- 
ment which  in  the  beginning  was  clearly  refutation,  and 
made  it  a  direct,  positive  contention. 

The  conclusion,  at  the  end  of  each  speech  is,  in  fact, 
little  more  than  a  summary  of  the  points.     As  a  rule,  it 

The  Con-       should  include  only  the  statement  of  the  gen- 

clusion  gj-aj  contentions  presented.     These  should  be 

given  as  nearly  as  possible  in  the  same  language  as  in  the 


THE  HIGH  SCHOOL  DEBATE  BOOK         25 

body  of  the  debate.  The  importance  of  the  conclusion 
is  that  it  brings  in  rapid  review  before  the  judges  the 
whole  outline  of  the  debate.  It  fixes  more  clearly  in  mind 
the  various  arguments.  Its  effectiveness,  however,  is 
greatly  impaired  when  the  conclusion  is  long  drawn  out, 
or  made  to  cover  points  that  have  not  been  entirely  proved. 

Now  that  some  of  the  more  important  phases  of  the 
brief  have  been  explained,  it  may  be  well  to  brief  a  ques- 

Brief  ^^^^  somewhat  in  detail.     Let  it  be  assumed 

in  Detail  ^.j^^^  ^^^  resolution  upon  which  the  six  de- 
baters have  been  gathering  material  has  to  do  with  the 
conservation  of  the  natural  resources  of  the  country,  and 
that  the  particular  issue  is  whether  or  not  the  work  of 
conserving  the  resources  should  be  carried  on  by  the  vari- 
ous State  governments,  or  by  the  Federal  Government. 
The  question  is  stated:  Resolved,  That  the  power  of  the 
Federal  Government  should  be  paramount  to  that  of 
the  States  in  the  conservation  of  natural  resources,  limited 
to  forests,  water-power,  and  minerals. 

If  the  note-taking  has  been  done  in  accordance  with  the 
suggestions  given  in  the  first  part  of  this  chapter,  it  will 
be  seen  that  the  material  gathered  under  the  heading 
**  General "  bears  a  striking  resemblance  to  the  matter 
that  is  to  form  the  introduction  of  the  brief,  and  that  the 
affirmative  and  negative  material  has  already  been  sepa- 
rated. No  matter  which  side  of  the  question  has  been 
chosen,  each  team  should  always  make  a  complete  brief 
of  both  sides  of  the  question. 

Looking  through  the  "  General  **  information  gathered 
by  the  debaters,  one  is  very  apt  to  find  such  facts  as  these: 

That  when  the  Federal  Government  was  first  organized 
all  public  lands  were  turned  over  to  it. 


26         THE  HIGH  SCHOOL  DEBATE  BOOK 

That  the  principle  of  regulating  such  lands  in  the  in- 
terest of  the  public  rather  than  of  one  State  or  section 
of  the  country  was  early  adopted. 

That  the  Federal  Government  has  always  held  more  or 
less  power  as  to  protection  and  conservation,  but  it  has  not 
always  seen  fit  to  exercise  that  power. 

That  the  State  governments  also  have  exercised  power 
over  the  natural  resources  within  their  borders. 

That  at  times  there  is  much  discussion  as  to  whether  the 
power  should  be  exercised  by  the  Federal  Government  or 
by  the  State  Government.* 

The  next  task  is  selecting  the  points  to  be  used  by  the 
affirmative.  The  important  thing  is  to  pick  out  the  salient 
arguments  —  those  that  strike  at  the  very  heart  of  the 
question.  One  point  that  ought  to  suggest  itself  at  once 
as  being  of  importance  is  whether  or  not  the  policy  of 
conservation  is  one  that  properly  belongs  to  the  Federal 
Government.  Another  of  equal  weight  is  whether  or  not 
the  States  could  successfully  conserve  the  resources,  even 
though  they  were  given  paramount  power.  The  probable 
future  development  of  the  natural  resources  is  also  a  matter 
of  extreme  importance  in  this  question.  If  the  future  de- 
velopment is  to  be  carried  on  by  individuals,  as  in  the 
past,  one  problem  is  presented;  whereas,  if  it  is  to  be 
carried  on  by  large  corporations,  the  problem  will 
be  entirely  different.  If  Federal  control  is  practical,  that 
point  should  be  strongly  emphasized.  It  would  be  well 
also  to  include  as  refutation  the  principal  objection  which 
is  likely  to  be  urged  against  the  affirmative.  The  objec- 
tion in  this  case  is  apt  to  be  that  to  give  the  Federal 
Government  paramount   power   would   be   an   unwarranted 

*  These  points  arranged  in  outline  form  are  found  on  page  65. 


THE  HIGH  SCHOOL  DEBATE  BOOK         27 

usurpation  of  Federal  authority  and  would  be  distinctly 
socialistic  in  its  nature.* 

In  much  the  same  manner  the  negative  case  should  be 
outlined.  Reasons  why  the  Federal  Government  should 
not  take  control  should  be  grouped  under  some  one  general 
heading.  The  injustice  of  such  a  measure  can  be  advan- 
tageously emphasized.  If  it  can  be  shown  that  the  plan 
is  likely  to  have  unfavorable  results,  that  argument  should 
also  be  used.  Finally,  the  negative  would  do  well  to  show 
that  conditions  at  the  present  time  are  satisfactory,  and 
that  the  States  are  working  out  the  problem  in  a  very 
commendable  manner,  f 

The  points  given  above  can  serve  merely  as  a  model. 
It  seems  unnecessary  to  add  that  each  team  must  work 
out  its  own  brief.  But  it  is  believed  that  if  the  foregoing 
principles  are  studied  carefully  they  will  give  an  idea  of 
the  kind  of  matter  that  ought  to  appear  in  the  brief;  and 
the  brief  gives  an  idea  of  the  proper  form  in  which  to 
state  the  various  arguments. 

*  These  points  arranged  in   outline  form  are  found  on  page   66. 
t  These  points  arranged  in  outline  form  are  found  on  page   72. 


CHAPTER  IV 


PREPARING    THE    SPEECH 


TT  is  the  opinion  of  some  authorities  that  when  a  debater 
-*-  has  made  a  thorough  study  of  his  question^  he  has  done 
all  that  is  advisable  until  the  time  of  the  contest.  Al- 
though such  preparation  may  be  sufficient  for  an  experi- 

Writing  enced  speaker,  any  attempt  to  debate  directly 

the  Debate  from  the  brief  can  result  only  in  disaster  for 
the  beginner.  It  is  necessary  that  the  debater  know  defi- 
nitely what  he  is  going  to  say. 

Either  the  leader  of  the  team  or  the  coach  should  assign 
to  each  speaker  a  certain  portion  of  the  brief.  From  this 
part  of  the  brief,  the  debater  writes  his  speech.  The 
speech  should  contain  no  points  or  arguments  that  are  not 
found  in  the  brief,  for  the  brief  is  the  framework  around 
which  the  speech  is  built,  and  the  purpose  of  making  the 
brief  is  to  get  clearly  in  the  debater's  mind  each  argument 
which  he  is  to  present. 

The  debate  should  be  written  and  rewritten  until  each 
point  stands  out  clearly  by  itself.  The  debater  should 
remember  that  his  audience  is  not  as  familiar  with  the 
question  as  he  himself  is,  and  consequently  he  must  make 
every  step  of  his  reasoning  absolutely  lucid.  To  accom- 
plish this  the  language  must  be  simple,  the  sentences  short, 
and  long  words  and  technical  phrases  carefully  avoided. 

As  soon  as  the  speech  has  received  its  final  revision,  it 

28 


THE  HIGH  SCHOOL  DEBATE  BOOK         29 

should  be  committed  word  for  word.  Here,  again,  authori- 
ties are  at  variance.  Some  insist  that  a  debate  should 
Committing  ^^"^^^  ^^  memorized  verbatim;  but  the  person 
the  Debate  unused  to  appearing  before  audiences  will 
find  it  a  distinct  advantage  to  know  exactly  the  words  in 
which  he  is  to  express  his  thoughts.  If  he  has  done  his 
work  conscientiously,  prepared  his  own  brief,  and  written 
his  own  speech,  the  debater  need  have  no  fear  that  he 
will  appear  mechanical  or  overtrained  simply  because 
he  has  committed  his  speech.  The  intensity  of  the  work 
he  has  done,  and  his  eagerness  to  present  his  side  of  the 
argument,  should  be  sufficient  to  put  spontaneity  and  life 
into  every  word  he  utters. 

The  debater  will  find  it  advisable  to  prepare  and  com- 
mit   many     rebuttal     arguments.     Each     point     that    the 

Prepared       opposition    is    likely    to    advance    should    be 

Rebuttals  answered  in  detail  before  the  debate  comes 
off.  It  may  be  that  the  particular  way  in  which  the  oppo- 
sition presents  its  contention  will  make  it  necessary  for 
the  debater  to  change  the  wording  of  his  rebuttal;  but 
the  very  fact  that  he  has  previously  thought  out  an  answer 
to  each  argument  and  put  it  into  definite  words  will,  at 
the  time  of  the  contest,  add  greatly  to  the  fluency  and 
effectiveness  with  which  he  refutes  the  points. 

Much  of  the  success  of  the  debater  depends  on  the  man- 
ner of  delivery.  A  debate  is  different  from  either  an 
oration  or  a  declamation.  As  suggested  before,  the  prime 
object  of  a  debate  is  to  convince.  Hence,  the  speaker 
should  attempt  to  persuade  his  audience  that  he  is  correct 
in  much  the  same  way  that  he  would  try  to  convince  a 
friend  of  the  right  or  wrong  of  any  question.  It  will  be 
found  advantageous  to  select  certain  ones  in  the  audience, 


80         THE  HIGH  SCHOOL  DEBATE  BOOK 

generally  the  judges^  and  talk  directly  to  them.  Speak 
with  clearness,  and  loud  enough  to  be  heard  in  every  part 
of  the  room,  but  never  become  boisterous  or  undignified. 
Each  argument  should  be  presented  with  the  utmost  sin- 
cerity, and  never  for  a  moment  should  the  speaker  forget 
that  the  one  purpose  of  debate  is  to  convince. 


BRIEFS 


BRIEFS 

AGE  PENSIONS 

Resolved,  That  a  system  of  old-age  pensions  should  be 
established  in  the  United  States. 

BRIEF 

INTRODUCTION 

I.  The  question  of  what  to  do  with  the  poor  and  aged 
members  of  society  has  always  been  a  matter  of 
importance. 

II.  Especially  since  the  coming  of  the  industrial  revolu- 
tion, with  its  consequent  "  wearing  out  '*  of  men  while 
they  are  yet  but  middle-aged  in  point  of  years, 
has  the  question  been  assuming  larger  and  larger 
proportions. 
III.  In  many  industries  men  who  are  over  fifty  years  old 
are  refused  employment. 

IV.  The  theory  is  often  advanced  that  society,  that  is, 
the  various  governments,  should  adequately  provide 
for  such  members  of  society  as  are  too  old  to  earn  a 
living  for  themselves. 
V.  Some  countries,  including  Australia,  Denmark, 
France,  Germany,  and  New  Zealand,  have  systems  of 
old-age  pensions  for  such  members. 

VI.  The  question  is  being  more  and  more  discussed  as  to 
whether    or    not    some    system    of    old-age    pensions 
would  be  desirable  in  the  United  States. 
3  83 


84         THE  HIGH  SCHOOL  DEBATE  BOOK 

AFFIRMATIVE 

I.  Old-age  pensions  are  just;  for, — 

A.  The  recipient  of  the  pension  has  spent  his  life 
working  for  his  country;  for, — 

1.  He  has  been  available  for  military  service. 

2.  He  has  been  a  contributor  to  its  revenues. 
S.  He  has  been  a  producer  of   its   economic 

greatness. 
4.  He  has  played  his  part  in  adding  to  the 
country's  national  prosperity. 
II.  Old-age  pensions   come  properly  within  the  field   of 
governmental  activities;  for, — 

A.  Poverty  is  legitimately  a  national  problem ;  for, — 

1.  It  is  national-wide  in  its  extent. 

2.  Its  causes  are  common  to  the  whole  nation. 

3.  Its  effects  apply  equally  to  all  parts  of  the 
nation. 

B.  It  is  the  duty  of  every  government  to  see  that  its 
subjects  are  relieved  from  suffering  and  poverty. 

C.  The  Government  already  provides  pensions  for 
soldiers,  for  those  who  perform  heroic  deeds,  for 
Government  employees  in  certain  cases. 

III.  Old-age    pensions     would    benefit    the     Government; 
for, — 

A.  They  would  tend  to  diminish  crime;  for, — 

1.  The  necessities  of  poverty  would  no  longer 
make  criminals  of  men  who  in  their  younger 
days  were  honest,  law-abiding  citizens. 

B.  It  would  greatly  reduce  the  cost  of  maintaining 
alms-houses;   for, — 

1.  A  large  percentage  of  the  pauperism  would 
be  eliminated  by  the  pension  system. 


BRIEFS  35 

2.  Persons   would   not  care  to   live  in   alms- 
houses when,  by  means  of  a  pension,  they 
would  be  enabled  to  reside  as  self-respect- 
ing citizens. 
IV.  Old-age  pensions  would  be  a  great  incentive  to  good 
citizenship;  for, — 

A.  If  workmen  knew  that  pensions  would  be  given 
only  to  sober,  industrious  persons,  they  would  be 
extremely  careful  not  to  violate  any  of  the  re- 
quirements for  a  pension. 

B.  It  would  permit  each  workman  to  live  a  well- 
rounded  life.  He  would  know  that,  if  he  gave 
his  best  efforts  to  society,  society,  in  turn,  would 
reward  him  in  his  old  age. 

C.  It  would  make  many  who  now  live  in  hopelessness 
and  despair  make  an  honest  endeavor  to  labor; 

fc  for, — 

1 .  They  would  be  anxious  to  share  in  the  bene- 
fits that  society  had  provided. 
V.  Old-age  pensions  are  practical;  for, — 

A.  They  have  proved  successful  in  Denmark. 

B.  They  have  alleviated  the  condition  of  the  poor  in 
Australia. 

C.  They  have  strengthened  the  industrial  system  of 
Germany. 

D.  They  are  proving  of  untold  benefit  in  New 
Zealand. 

VI.  One    of   three    plans    could    be    adopted    for    old-age 
pensions  in  the  United  States: 

A.  The  Government  could  pay  the  pensions  direct 
from  the  national  revenues. 

B.  The  Government  could  hold  back  a  certain  per 


36         THE  HIGH  SCHOOL  DEBATE  BOOK 

cent  of  the  employee's  wages  during  the  active 
years  of  his  service,  and  then  pay  it  to  him  when 
he  grows  old. 
C.  The  Government  could  devise  a  plan  for  collect- 
ing the  pension  from  the  employers  whom  -the 
person  had  served. 

NEGATIVE 

I.  Old-age  pensions  are  indefensible  from  a  sociological 
point  of  view;  for, — 

A.  They  encourage  shiftlessness  and  imprudence; 
for, — 

1.  They  assure  each  individual  that  he  will  be 
provided  for  in  his  old  age. 

B.  They  put  a  premium  on  spending;  for, — 

2.  A  man  will  not  save  his  earnings,  if  he 
knows  that  some  one  will  provide  for  him 
when  his  money  is  gone. 

C.  They  weaken  individual  responsibility;  for, — 

1.  Under  the  proposed  plan  all  responsibility 
for  maintenance  is  shifted  to  the  State. 

D.  They  demoralize  attempts  to  make  dependents 
work  for  the  assistance  that  they  receive  from 
the  State;  for, — 

1.  Inmates  would  flock  from  the  workhouses 
and  apply  for  pensions. 

E.  They  destroy  the  effective  work  now  being  done 
by  private  insurance  and  fraternal  organizations ; 
for, — 

1.  The  proposed  plan  would  take  away  all 
incentive  for  such  societies  to  exist. 


BRIEFS  87 

II.  Old-age    pensions    are    indefensible    from   a   political 
standpoint,  for — 

A.  They  are  distinctly  socialistic  in  their  nature; 
for, — 

1.  They  are  founded  upon  the  belief  that  the 
Government  ought  to  aid  the  individual 
financially, 

B.  They  would  open  the  way  to  increased  fraud  and 
corruption  in  our  pension  department;  for, — 

1.  Bribes  would  be  constantly  offered  to  offi- 
cials by  persons  wishing  to  secure  pensions, 
just  as  now  we  unearth  pension  frauds  every 
year. 

C.  They  would  encourage  conniving  politicians  to 
work  for  large  pension  appropriations  in  order 
to  catch  the  votes  of  the  shiftless. 

D.  They  are  distinctly  at  variance  with  the  spirit 
of  American  government,  namely,  that  each  per- 
son should  earn  the  salary  that  he  is  paid. 

III.  Old-age   pensions    are   indefensible   from   a  practical 
standpoint,  for, — 

A.  There  is  no  need  of  such  grants  being  made  in 
the  United  States;  for, — 

1.  There  is  an  abundance  of  work  for  every 
one.  . 

2.  There  is  adequate  provision  now  made  for 
paupers  and  dependents. 

S,  There  are  remarkable  opportunities  for  per- 
sons to  make  provision  for  their  old  age. 

B.  Such  grants  would  demoralize  industry;  for, — 

1.  They  would  tend  to  make  workmen  careless 
and  inefficient;  for, — 


38         THE  HIGH  SCHOOL  DEBATE  BOOK 

a.  Employees   would  live   only   for   the 
present  day,  and  take  no  thought  of 
the  future. 
C.  Such  grants  would  destroy  the  home  life  of  the 
workman;   for^ — 

1.  There  would  be  no  endeavor  on  the  part  of 
the  workman  to  provide  a  home  for  him- 
self; for, — 

a.  He  would  depend  upon  the  Govern- 
ment for  aid. 
IV.  No  practical  system  of  old-age  pensions  can  be  de- 
vised; for, — 

A.  To   make   Government  pay  the  pensions   would 
be  unwise;  for, — 

1.  It  would  greatly  increase  the  rate  of  taxa- 
tion. 

2.  It  would  take  an  army  of  men  to  perform 
the  work. 

S.  It  would  be  turning  over  to  the  Govern- 
ment, functions  that  by  their  very  nature 
should,  if  performed  at  all,  be  done  by  pri- 
vate parties. 

B.  To  assess  the  individual  income  of  each  workman 
would  not  be  feasible;  for, — 

1.  It  would  be  an  unwarranted  interference 
with  his  personal  liberty. 

2.  Each  person  ought  to  be  permitted  to  ex- 
pend or  invest  his  earnings  as  he  sees  fit. 

C.  To   assess   former   employers   would   be   unjust; 
for, — 

1.  They  have  already  paid  the  workman  for 
his  services. 


BRIEFS  89 

2.  They  are  not  to  blame  because  the  depend- 
ent has  not  been  frugal  and  saving. 

S.  No  just  means  of  apportionment  between 
the  various  employers  could  be  devised. 


GENERAL  REFERENCES 
BOOKS,  PAMPHLETS,   AND  DOCUMENTS 

Booth,  Charles.  Pauperism,  a  picture,  and  the  Endowment 
of  old  age,  an  argument,  pp.  167-68;  180-206;  207-214.  Mac- 
millan.  New  York,  1892. 

Lewis,  Frank  W.  State  insurance;  a  social  and  industrial 
need,  pp.  148-170.     Houghton,  Boston,  1909. 

Mackay,  Thomas.  Methods  of  social  reform ;  essays  critical  and 
constructive,  pp.  173-212.     John  Murray,  London,  1S96. 

Old-age  pensions  :  A  collection  of  short  papers.  Macmillan, 
New  York,  1903. 

Reeves,  William  Pember.  State  experiments  in  Australia  and 
New  Zealand,  Vol.  II,  pp.  243-300.  Grant  Richards,  London, 
1902. 

Rogers,  Frederick  and  Millar,  Frederick.  Old-age  pensions; 
are  they  desirable  and  practicable?  (pro  and  con  series).  Isbister, 
London. 

The  New  Zealand  official  year  book,  1901.  Prepared  by  E.  J. 
von  Dadelsizen,  pp.  460-66.     Wellington,  N.  Z.,  1901. 

United  States  Commissioner  of  Education,  Report  for  the 
year  1894-1895,  Vol.  LVII,  1152.  "  Pensions  for  teachers,"  Chap- 
ter XX,  pp.  1079-1113.  Washington,  D.  C.  Address  Superin- 
tendent of  Documents. 

MAGAZINES 

Arena,  23:  635-646.  Je.  '00.  Old-age  pensions,  Germany  and 
New  Zealand.     H.  H.  Lusk. 

Char.  8:  297-301.  Ap.  5,  '02.  Railroad  old-age  pensions  and 
old-age  pensions  in  Denmark. 

Char.  9:  409-10.  N.  1,  '02.  Committee  appointed  to  investi- 
gate old-age  accident  and  sickness  insurance. 


40         THE  HIGH  SCHOOL  DEBATE  BOOK 

Char.  20:  128-29.     Ap.  25,  '08.     Denmark's  old-age  pension. 
Char.  21:  31-3.     O.  3,  '08.     The  English  old-age  pension  act. 
Char.  21:  409-10.     D.  12,  '08.     Old-age  pensions  in  Massachu- 
setts. 

Chaut.  51:  9-10.     Je.  '08.     Old-age  pension  problem  in  France. 
Contemp.    78:   430-41.     S.   '00.     Old-age  pensions   in   Denmark. 

Edith  Sellers. 

Cosmopol.  38:  524-27.  Mar.  '05.  Old-age  pensions  in  New  Zea- 
land.    Earl  of  Ranfurly. 

Everybody's,  21 :  355-61.  S.  '09.  What  shall  we  do  with  the 
old? 

Everybody's,  21:  545-51.  O.  '09.  What  other  nations  do  with 
the  old.  Germany,  Denmark,  Belgium,  New  Zealand,  England, 
Canada.     R.  W.  Child. 

Ind.  53:  2205-6.     S.  9,  '01.     Old-age  pensions  in  Denmark. 

Ind.  61:  834-35.     O.  4,  '06.     Old-age  pensions  in  Australia. 

Ind.  64:  661-62.     Mar.  26,  '08.     Old-age  pensions  in  France. 

Ind.  64:  1063-64.  My.  14,  '08.  Old-age  pensions.  The  new 
English  pension  law. 

Ind.  64:  1103-4.  My.  14,  '08.  The  old-age  pension.  The  Eng- 
lish pension  law. 

Ind.  65:  174-75.     Jl.  23,  '08.     Old-age  pensions  in  England. 

Nation,  54:  165.     Mar.  3,  '92.     Old-age  pensions  in  England. 

Nation,  82:  169.     Mar.  1,  '06.     French  bill  for  old-age  pensions. 

19th  Cent.  45:  681-88.  Ap.  '99.  Old-age  pension.  England. 
S.  Walpole. 

No.  Am.  189:  304-8.     F.  '09.     Old-age  pension  law  in  England. 

Outlook,  60:  703.     N.  19,  '98.     Old-age  pensions  in  New  Zealand. 

Outlook,  61:  576.  Mar.  11,  '99.  Old-age  pensions.  The  old-age 
pension  act  in  New  Zealand. 

Outlook,  62:  828-29.  Aug.  12,  '99.  Old-age  pensions  in  Eng- 
land. 

Outlook,  89:  591-92.  Jl.  18,  '08.  England's  new  industrial  pen- 
sions. 

Outlook,  91:  571-73.  Mar.  13,  '09.  Old-age  pensions  in  Eng- 
land. 

B.  of  Rs.  22:  95-7.  Jl.  '00.  Old-age  pension  systems.  French, 
Belgium,  German,  Danish,  New  Zealand,  Italian. 


BRIEFS  41 

B.  of  Bs.  22:  726-57.     D.  '00.     Pensions  for  Italian  operatives. 

B.  of  Bs.  27:  84-5.     Ja.  '03.     Old-age  insurance  in  Germany. 

B.  of  Bs.  38:  345-46.  S.  '08.  Old-age  pensions  in  England. 
Guernsey  Jones. 

B.  of  Bs.  38:  746.  D.  '08.  State-aided  old-age  and  disability 
insurance  in  Italy. 

World's  Work,  3:  2019-20.  Ap.  '02.  Old-age  insurance  in  Ger- 
many. 

AFFIRMATIVE  REFERENCES 

Am.  J.  of  8oc.  2:  501-14.  Ja.  '97.  An  American  system  of  labor 
pensions  and  insurance.     Paul  Monroe. 

Char.  18:  275-78.  Je.  1,  '07.  Old-age  pensions.  Edward  Ever- 
ett Hale. 

Char.  21:  10-12.  O.  3,  '08.  Old-age  pensions.  Henry  R. 
Seager. 

Chaut.  33:  122.  My.  '01.  The  law  in  New  Zealand,  Australia, 
Denmark. 

Chaut.  61:  159-74.     Ja.  '11.     Problem  of  old  age.     P.  Alden. 

Chaut.  61:  391-94.  F.  '11.  Helping  people  in  their  homes.  S. 
K.  Bolton. 

Contemp.  61:  555-63.  Ap.  '92.  'The  endowment  of  old  age. 
J.  Frome  Wilkinson. 

Contemp.  93:  94-107.  Ja.  '08.  The  government  and  old-age 
pensions.     Harold  Spender. 

Cosmopol.  35:  168-72.  Je.  '03.  Old-age  pensions.  Edward 
Everett  Hale. 

Foi-um,  28:  677-86.  F.  '00.  A  plea  for  old-age  pensions. 
Michael  Davitt. 

Gunton,  14:  393-96.     Je.  '98.     Teachers'  pensions. 

Harp.  W.  43:  781.  Aug.  5,  '99.  Old-age  pensions  in  New  Zea- 
land. 

Ind.  51:  799-802.  Mar.  28,  '99.  Old-age  pensions.  Edward 
Tregear. 

Ind.  61:  705-6.     S.  20,  '06.     Old-age  pensions  in  England. 

Ind.  63:  937-38.     O.  17,  '07.     Old-age  pensions.     Edgar  Yates. 

Nation,  69 :  14'6-47.     Aug.  24,  '99.     Old-age  pensions. 

19th  Cent.  60:  372-78.    S.  '06.    Old-age  pensions.    Thomas  Burt. 


42         THE  HIGH  SCHOOL  DEBATE  BOOK 

Outlook,  96:  530.  N.  5,  '10.  Australian  old-age  pension  system 
extended. 

R.  of  Bs,  15:  700-11.  Je.  '97.  Teachers'  pensions.  Elizabeth 
A.  Allen. 

B.  of  Bs.  37:  85-6.  The  European  business  man  in  retirement. 
Andre  Tridon. 

World's  Work,  4:  224,2.  Je.  '02,  The  development  of  the  pen- 
sion system. 

l^EOATIYE  REFERENCES 

Am.  J.  of  Soc.  14:  182-96.  S.  '08.  The  problem  of  poverty  and 
pensions  in  old  age.     F.  L.  HoflFman. 

(Same:  Conf.  Char,  and  Correc.  1908:  219-34.) 

Char.  21 :  356-59.  D.  5,  '08.  Old-age  pensions  in  Great  Britain 
and  Ireland.     Francis  R.  Morse. 

Char.  B.  10:  147-48.     Je.  '00.     Old-age  pension  movement. 

Chaut.  57:  334-36.  F.  '10.  Civil  pensioners  and  old-age  pen- 
sions. 

Contemp.  61:  382-96.  Mar.  '92.  Mr.  Chamberlain's  pension 
scheme.    William  Lewery  Blackley. 

Contemp.  65:  887-902.  Je.  '94.  Old-age  pensions  in  practice. 
Henry  W.  Wolff. 

Contemp.  93:  147-57.  F.  '08.  Old-age  pensions  and  the  "be- 
longingless"  poor.     Edith  Sellers. 

Contemp.  94:  743-47.  D.  '08.  Pensions  and  homes.  D.  C. 
Pedder, 

Forum,  28:  687-700.  F.  '00.  Why  I  oppose  old-age  pensions. 
H.  W.  Lecky. 

Harp.  W.  52:  20.  Je.  20,  '08.  Old-age  pensions  in  England. 
Sydney  Brooks. 

Ind.  51:  2662-65.  O.  5,  '99.  Shall  we  give  old-age  pensions? 
W.  E.  H.  Lecky. 

Nation,  82:  96-7.     F.  1,  '06.     Old-age  pensions  in  Australasia. 

19th  Cent.  44:  807-18.  N.  '98.  Fallacies  about  old-age  pen- 
sions.     C.  S.  Loch. 

19th  Cent.  19:  351-68.  F.  '11.  National  insurance  against  in- 
validity and  old  age.     E.  J.  Schuster. 

Outlook,  59:  903.    Aug.  13,  '98.     Old-age  pensions. 


BRIEFS  43 

Q.  J.  Econ.  24:  713-42.  Aug.  '10.  Old-age  pension  schemes;  a 
criticism  and  a  program.     F.  S.  Baldwin. 

Quar.  174:  505-33.     Ap.  '92.     State  pensions  for  old  age. 

Quar.  209 :  144-67.  Jl.  '08.  Old-age  pensions,  especially  in  Eng- 
land. 

jB.  of  Rs.  23:  530-31.     F.  '01.     Old-age  pensions  in  Australasia. 

JB.  of  Rs.  23:  724.     Je.  '01.     Old-age  pensions  in  Australia. 

World's  Work,  16:  10636-37.  S.  '08.  Will  England  surrender 
to  socialism? 


CAPITAL  PUNISHMENT 

Besolved,  That  capital  punishment  should  be  abolished 
in  the  United  States. 

BRIEF 

INTRODUCTION 

I.  There  is   at  the  present  time   considerable   sentiment 
'  in  the  United  States  in  favor  of  the  tothl  abolition  of 
capital  punishment. 
II.  The  number  of  offences  punishable  by  death  is  con- 
tinually decreasing. 
III.  Certain  foreign  countries,  and  some  of  the  common- 
wealths  of  the   United   States,   have   already   passed 
lavrs  prohibiting  this  form  of  punishment. 
IV.  The  question  at  issue  is,  Ought  this  prohibition  be  ex- 
tended to  every  State  in  the  Union? 

AFFIRMATIVE 

I.  Capital  punishment  is  unnecessary;  for, — 

A.  The  ends  of  justice  may  be  secured  by  imprison- 
ment; for, — 

1.  Society  is  adequately  protected  by  the  in- 
carceration of  the  offender. 

B.  Life  imprisonment  is  more  feared  by  criminals 
than  death  itself;  for, — 

1.  It  often  inflicts  greater  suffering  upon  the 
victim. 

44 


BRIEFS  45 

II.  Capital   punishment   has    evil   effects    upon   the   com- 
munity; for, — 

A.  It  diminishes  the  sacredness  in  which  human  life 
is,  held,  for, — 

1.  If  the  State  claims  that  it  is  justified  in 
killing  those  of  its  citizens  who  commit 
given  offences,  then  individuals  feel  that 
they  are  vindicated  for  taking  life  under 
similar  circumstances. 

B.  It  tends  to  lower  the  moral  sense  of  the  public ; 
for, — 

1.  Capital  punishment  is  usually  accompanied 
by  nauseating  publicity. 

2.  Capital  punishment  is  frequently  accompa- 
nied by  actual  cruelty. 

C.  It  often  leads  to  such  public  sympathy  that  the 
ends  of  justice  are  thwarted;   for, — 

1.  Many   juries   would   rather   acquit   a   man 
than  sentence  him  to  death. 
III.  Capital  punishment  is  unsound  sociologically;  for, — 

A.  It  does  not  try  to  reform  the  prisoner;  for, — 

1.  Death  usually  follows  closely  upon  con- 
viction. 

B.  It  arouses  the  worst  passions  in  men;  for, — 

1.  It  is  nothing  more  than  the  survival  of  the 
old  Mosaic  law  —  an  eye  for  an  eye,  and  a 
tooth  for  a  tooth. 
IV.  Capital  punishment  is  not  practical;  for, — 

A.  It  has  signally  failed  to  check  crime ;  for, — 

1.  Statistics  show  that  in  those  States  and 
countries  where  capital  punishment  is  in 
force,  crime  is  on  the  increase. 


46         THE  HIGH  SCHOOL  DEBATE  BOOK 

V.  Reformatory  methods  should  replace  capital  punish- 
ment; for^ — 

A.  Such  methods  are  sound  sociologically. 

B.  Such  methods  are  more  humane. 

C.  Such  methods  actually  decrease  crime. 

NEGATIVE 

I.  Capital  punishment  is  desirable  from  the  standpoint 
of  society;   for, — 

A.  It  insures  a  speedy  and  effective  remedy  in  those 
cases  where  grave  crimes  are  committed  against 
the  State. 

B.  It  is  the  only  real  preventive  of  crime;  for, — 

1.  In  those  States  and  countries  where  capital 
punishment  has  been  abolished  crime  has 
greatly  increased. 

C.  It  is  more  economical;  for, — 

1.  It  saves  the  enormous  expense  of  guarding 
and  housing  many  prisoners. 

D.  It  prevents  hardened  criminals  from  being  again 
permitted  to  prey  on  communities. 

II.  Capital  punishment  is  desirable  from  the  standpoint 
of  the  criminals  themselves;  for, — 

A.  Its  severity  acts  as  a  deterrent  of  crime;  for, — 

1.  If  a  person  knows  he  will  be  killed  if  he 
commits  a  murder,  he  is  more  likely  to  keep 
his  passions  under  control  than  he  would 
be  if  he  would  be  only  imprisoned,  with 
the  possibility  of  pardon  later  on. 

B.  It  is  more  humane  than  life  imprisonment;  for, — 

1.  It  disposes  of  the  criminal  simply  and 
quickly. 


BRIEFS  47 

III.  The*  objections  urged  against  capital  punishment  are 
not  valid;  for, — 

A.  The  lives  of  innocent  persons  are  rarely  taken; 
for, — 

1.  Courts  do  not  inflict  death  penalty  unless 
the  evidence  is  conclusive. 

B.  Capital   punishment   is   used   only   for  the   most 
severe  crimes;  for, — 

1.  Imprisonment  is  sufficient  for  minor  crimes. 

C.  The  State  must  be  severe,  if  it  is  to  maintain  law 

and    order ;    for, — 

1.  A  laxity  of  law  enforcement  or  lenient 
regulations  would  result  in  a  great  increase 
in  crime;  perhaps  in  anarchy. 

2.  It  is  the  business  of  the  State  to  protect 
its  citizens,  no  matter  how  severe  a  penalty 
is  necessary. 


GENERAL  REFERENCES 
BOOKS,   PAMPHLETS,   AND  DOCUMENTS 

Fanning,  C.  E.  Selected  articles  on  capital  punishment  (De- 
baters' handbook  series).  H.  W.  Wilson  Company,  Minneapolis, 
1909. 

Hugo,  Victor.    Le  dernier  jour  d'un  condamn6.     Hetzel,  Paris. 

Hugo,  Victor.     Claude  Gueux.     Hetzel,  Paris. 

Palm,  A.  J.  Death  penalty.  (Questions  of  the  day  series.) 
Putnam,  New  York,  1891. 

Lalor's  "Cyclopedia  op  Political  Science,"  Vol.  I,  p.  721. 
«  Death  penalty."     C.  E.  Merrill,  New  York,  1893. 

United  States  Bureau  of  Education.  Circular  of  information 
No.  4,  1893,  pp.  409-10.     (Bibliography.) 

United  States  54th  Congress.  1st  Session  house  report,  108, 
pp.  12-22.     (Bibliography.) 


48         THE  HIGH  SCHOOL  DEBATE  BOOK 

MAGAZINES 

Ann.  Am.  Acad.  17:  366-€9.  Mar.  '01.  Death  penalty  as  a  pre- 
ventive of  crime. 

Ann.  Am.  Acad.  29:  601-18.  My.  '07.  Crime  and  judicial  in- 
cflBciency.    J.  W.  Garner. 

Harper,  105:  569-72.     S.  '03.     Headsman.     A.  Repplier. 

Harp.   W.  50:  1289.     S.  8,  '06.     Meaning.     M.  Shipley. 

McClure,  24:  163-71.  D.  '04.  Increase  in  lawlessness  in  the 
United  States.     S.  S.  McClure. 

No.  Am.  133:  534-59.  D.  '81.  Death  penalty.  George  B. 
Cheever,  Samuel  Hand  and  Wendell  Phillips. 

No.  Am.  144:  221-22.  F.  '87.  Should  women  be  hanged? 
Helen  Mar.  Wilks. 

B.  of  Bs.  21:  608.     My.  '00.     Is  capital  punishment  justified? 

AFFIRMATIVE  REFERENCES 

Am.  Jour,  of  Pol.  2:  323-32.    Mar.  '93.     Capital  punishment. 

Ann.  Am.  Acad.  29:  6;  8-21.  My.  '07.  Legislative  tendencies. 
S.  J.  Barrows. 

Ann.  Am.  Acad.  29:  625-9.  My.  '07.  Homicide  and  the  death 
penalty  in  Mexico.    M.  Shipley. 

^  Arena,  1:  75-83.    Ja.  '90.    Crime  of  capital  punishment.     Hugh 
O.  Pentecost. 

Arena,  2:  513-23.     O.  '90.     Death  penalty.     George  F.  Shrady. 

Arena,  38:  259-63.  S.  '07.  Anomaly  of  capital  punishment. 
T.  S.  Mosby. 

Arena,  41:  525-34.  Aug.  '09.  I  cannot  keep  still;  capital  pun- 
ishment in  Russia,     L.  N.  Tolstoi. 

Char.  15:  248-9.     N.  18,  '05.     Capital  punishment  denounced. 

Cur.  Lit.  29:  190-92.  Aug.  '00.  Shall  hanging  end?  J.  Old- 
field. 

Harp.   W.  48:  196-98.     F.   6,  '04.     State  manslaughter.     W.   D. 

Howells. 

Harp.  W.  50:  1028-29.  Jl.  21,  '06.  Does  capital  punishment 
tend  to  diminish  capital  crime?    T.  S.  Mosby. 

Harp.  W.  50:  1903.  D.  29,  '06.  Plato  on  capital  punishment. 
M.  Shipley. 


BRIEFS  49 

Harp.  W.  51:  890.    Je.  15,  '07.     Homicide  and  the  death  pen- 
alty in  France.     M.  Shipley. 

Ind.  61:  1124-25.     N.  8,  '09.     Abolishing  the  death  penalty  in 
France. 

Liv.  Age,  258:  349-57.     Aug.  8,  '08.     Government  by  executions. 
L.  N.  Tolstoi. 

Nation,  84:  376-7.     Ap.  25,  '07.    Whitely   case  and   the  death 
penalty. 
l^No.  Am.  62:  40-70.    Ja.  '46.     Punishment  of  death. 

No.  Am.  116:  38-i50.     Ja.  '73.     Rationale  of  the  opposition  to 
capital  punishment.     E.  S.  Nadal. 
!^  Outlook,  90:  1-3.     S.  5,  '08.     Russian  torture  chamber. 

Outlook,  9^'.  518.     O.  30,  '09.     In  darkest  Russia.     E.  A.  Gold- 
cnmeiser. 

^    B.  of  Rs.  34:  368-69.     S.  '06.     Capital  punishment  and  capital 
crime. 

B.  of  Rs.  40:  219-20.    Aug.  '09.    Does  capital  punishment  pre- 
vent convictions? 


'NEGATIVE  REFERENCES 

Ann.  Am.  Acad.  29:  622-5.  My.  '07.  Capital  punishment  and 
lynching.    J.  E.  Cutler. 

Arena,  21:  469-72.  Ap.  '99.  Failure  of  the  death  penalty.  C. 
G.  Garrison. 

Forum,  3:  381-91.    Je.  '87,     Capital  punishment.     J.  M.  Buckley. 

Harp.  W.  53:  8.  Jl.  3,  '09.  Should  capital  punishment  be  abol- 
ished?    Charles  Spitzka. 

Nation,  8:  166-G7.     Mar.  4,  '69.    Death  penalty. 

Nation,  16:  193-4.     Mar.  20,  '73.     Substitute  for  hanging. 

Nation,  16:  213-4.  Mar.  27,  '73.  Arguments  against  capital 
punishment. 

Nation,  24:  263-4.     My.  3,  '77.     Crime  and  hanging  in  Maine. 

B.  of  Rs.  21:  608.  My.  '00.  Is  capital  punishment  justified? 
Dr.  E.  B.  McGilvray. 


CENTRAL  BANK  OF  THE  UNITED  STATES 

Resolved^  That  the  Federal  Government  should  establish 
I  central  bank  of  the  United  States. 

BRIEF 

INTRODUCTION 

I.  Certain  evils  characterize  the  present  banking  system 
of  the  United  States.     Among  them  may  be  noted: 

A.  The  inelasticity  of  the  system. 

B.  The  lack  of  cooperation  among  banks. 

C.  The  defective  plan  of  bank  reserves. 

D.  The  cumbersome,  independent  treasury  system. 
II.  The  question  at  issue  is  whether  or  not  a  central  bank 

of  the  United  States  would  remedy  these  evils  without 
subjecting  the  financial  system  of  the  country  to  still 
other  evils  of  a  serious  character. 

AFFIRMATIVE 

I.  A  central  bank  would  remedy  the  defects  of  the  pres- 
ent system;  for, — 
A.  It  would  give  an  element  of  elasticity  to  bank 
reserves;  for, — 

1.  The  reserves  could  be  conveniently  massed 
in  the  central  bank  and  loaned  out  to  those 
sections  of  the  country  needing  money. 
50 


BRIEFS  51 

B.  It  would  fortify  the  present  system  of  independ- 
ent banks;  for, — 

1.  A  central  bank  would  have  the  combined 
strength  of  the  independent  banks  of  the 
country. 

2.  A  central  bank  would  have  the  credit  of  the 
Federal  Government  back  of  it. 

C.  It  would  take  the  place  of  the  present  unwieldy 

and  unscientific  sub-treasury  system. 

D.  It  would  cooperate  with  independent  banks  to 
check  abnormal  interest  rates  and  to  prevent 
over-expansion  of  credit. 

II.  A  central  bank  would  be  a  fitting  cap-stone  for  the 
present  system  of  independent  banks;  for, — 

A.  It  would  be  built  upon  the  framework  of  the 
present  banks;  for, — 

1.  The  national  banks,  for  example,  might  be 
the  stockholders  in  the  new  institution. 

B.  It  would  unify  the  present  system  of  competitive 
banking;  for, — 

1.  As  stockholders,  the  national  banks  would 
be  interested  in  the  welfare  of  the  central 
institution. 
III.  The  experience  of  foreign  countries  shows  that  a  cen- 
tral bank  is  practical;  for,  — 
A.  Central  banks  have  met  with  marked  success  in 
England,  France,  Germany,  and  Japan. 
IV.  A  central  bank  would  provide  more  efficient  monetary 
supervision;  for, — 

A.  Federal  officials  would  constantly  inspect  it. 

B.  The  independent  banks  as  stockholders  would  be 
eager  to  see  that  it  was  properly  conducted. 


52         THE  HIGH  SCHOOL  DEBATE  BOOK 

C.  It  would  control  the  discount  rate,  and  thereby 
fortify  the  country's  gold  supply. 
V.  A  central  bank  would  greatly  strengthen  public  confi- 
dence; for, — 

A.  It  would  have  the  combined  resources  of  the  in- 
dependent banks  and  of  the  Federal  Government 
behind  it. 

B.  It  would  come  to  the  aid  of  distressed  banks  at 
the  proper  time. 

C.  It  would  contract  loans  as  well  as  expand  them. 


NEGATIVE 

I.  There  is  a  fundamental  distinction  between  the  bank- 
ing problem  in  the   United   States   and  the   banking 
problem  in  European  countries;  for, — 
A.  In  the  United  States  the  task  is  to  check  the  out- 
flow of  capital,  while  in  foreign  countries  it  is 
to  induce  an  inflow  of  capital. 
II.  The    United    States   is   too   large    for  the    successful 
operation  of  a  central  bank,  for, — 

A.  The  extent  of  its  territory  is  too  great. 

B.  The  diversity  of  its  sectional  interests  is  too  pro- 
nounced. 

III.  To   have   Congressional   control   over   a   central  bank 
would  be  extremely  unwise;  for, — 

A.  Any  new  political  party  coming  into  power  could 
completely  alter  the  original  idea  of  the  bank. 

B.  There  would  be  a  great  temptation  for  the  bank 
to  seek  Congressional  favor. 

1.  This    is    exactly   what  happened   with  the 
Second  United  States  Bank. 


BRIEFS  53 

IV.  A   central  bank  would   easily  result   in   a   powerful 
financial  monopoly;  for, — 
A.  The  moneyed  interests  of  the  country  would  soon 
control  it. 
V.  A  central  bank  could  not  operate  successfully  in  the 
United  States;  for, — 
A.  The  independent  banks  would  be  opposed  to  it; 
for, — 

1.  It  would  necessarily  have  to  compete  with 
them;  for, — 

a.  It  would  mean  the  withdrawal  of 
public  deposits  from  independent 
banks. 

2.  It  would  inevitably  create  bitterness  be- 
tween the  independent  banks  and  the  Fed- 
eral Government;  for, — 

a.  Independent   banks   would   want    the 
Federal  deposits. 
VI.  A  central  bank  is  unnecessary;  for,— 

A.  The  evils  of  the  present  banking  system  can  be 
easily  remedied  by  altering  the  system  slightly. 
1.  Some  system  of  asset  currency,  such,  for 
example,  as  Canada  now  has,  might  be  used 
successfully. 


GENERAL  REFERENCES 

BOOKS,   PAMPHLETS,   AND  DOCUMENTS 

BoLUES,  A.  S.  Money,  banking  and  finance.  American  Book 
Co.,  New  York,  1903. 

Cankon,  J.  G.  Clearing  houses:  their  history,  methods,  and 
administration.     Appleton,  New  York,  1900. 


54         THE  HIGH  SCHOOL  DEBATE  BOOK 

Catteral,  Ralph  C.  H.  (The)  second  bank  of  the  United 
States.     University  of  Chicago  Press,  1903. 

Cleveland,  Frederick  A.  (The)  bank  and  the  treasury.  Long- 
mans, New  York,  1905. 

GooKiJsr,  F.  W.  Our  defective  American  banking  system.  Lit- 
erary club,  Chicago,  1909. 

Hepburn,  A.  B.  History  of  coinage  and  currency  in  the  United 
States  and  the  perennial  contest  for  sound  money.  Macmillan, 
New  York,  1903. 

Ireton,  R.  E.  (A)  central  bank.     Stumpf,  New  York,  1909. 

Laughlin,  J.  L.  Latter-day  problems,  p.  205.  Scribner,  New 
York,  1909. 

United  States  National  Monetary  Commission.  Special  re- 
port on  banks  of  United  States.  Address  Superintendent  of  Doc- 
uments, Washington,  D.  C. 

White,  Horace.  Money  and  banking.  Ginn,  Boston.  Revised 
ed.,  1904. 

RoBBiNS,  E.  C.  Selected  articles  on  a  central  bank  of  the  United 
States.  (Debaters'  Handbook  Series.)  H.  W.  Wilson  Co.,  Minne- 
apolis, 1910. 

Shaw,  Leslie  M.  Current  issues,  pp.  255-373.  Appleton,  New 
York,  1908. 

MAGAZINES 

Chaut.  34:  359-60.    Ja.  '02.     A  bank  of  the  United  States. 

Forum,  29:  1-14.  Mar.  '00.  Government  deposits  in  banks. 
George  E.  Roberts. 

Nation,  70:  24.    Ja.  11,  '00.     The  government  deposits. 

Nation,  70:  218.     Mar.  22,  '00.     The  new  bank  currency. 

Nation,  Tit  220.     S.  17,  '03.    Treasury  and  Deposit  Banks. 

Nation,  82:  62.  Ja.  18,  '06.  Our  faulty  monetary  system.  F. 
W.  Gookin. 

Nation,  83:  426.  N.  15,  'OQ.  The  deficit  New  York  bank  re- 
serves. 

Nation,  85:  407.  O.  31,  '07.  The  bank  panic  and  its  probable 
sequence. 

No.  Am.  174:  329-37.  Mar.  '02.  The  banking  and  treasury  sys- 
tem of  the  United  States.    J.  H.  Walker. 


BRIEFS  55 

No.  Am.  177:  487-93.  O.  '03.  The  government  and  the  banks. 
James  H.  Eckels. 

No.  Am.  178:  388-97.  Mar.  '04.  Elasticity  and  sound  banking. 
Frederick  A.  Cleveland. 

Northwestern  Banker  (Des  Moines),  15.  No.  1:  21-23.  Ja.  '10. 
A  central  bank  symposium. 

Outlook,  84:  898.     D.  '06.     Secretary  Shaw  and  the  Currency. 

World's  Work,  15:  9519-34.  N.  '07.  The  money  kings.  C.  M. 
Keys. 

AFFIRMATIVE  REFERENCES 

Ann.  Am.  Acad.  31:  345-54.  Mar.  '08.  Need  of  a  central  bank, 
G.  E.  Roberts. 

Ann.  Am.  Acad.  31:  361-66.  Mar.  '08.  Clearing  house  certifiT 
cates  and  the  need  for  a  central  bank.     W.  A.  Nash. 

Ann.  Am.  Acad.  36:  523-37.  N.  '10.  Utilization  of  bank  re- 
serves in  the  United  States  and  foreign  countries.     G.  E.  Roberts. 

Harp.  W.  54:  28.  Mar.  26,  '10.  Side-lights  on  the  central  bank 
idea.     F.  Escher. 

Ind.  63:  1539-41.     D.  26,  '07.     Central  Bank.     G.  E.  Roberts. 

Moody,  8:  273-75.     O.  '09.     Central  bank  plan.     G.  M.  Reynolds. 

Moody,  9:  271-5.  Ap.  '10.  The  advantages  of  a  central  bank. 
Andrew  J.  Frame. 

No.  Am.  185:  34-43.  My.  3,  '07.  Financial  legislation.  George 
E.  Roberts. 

No.  Am.  191:  12-17.  Ja.  '10.  Government  banking.  W.  A. 
Peffer. 

No.  Am.  191:  1-6.  Ja.  '10.  Evolution  of  central  banking.  C. 
A.  Conant. 

Q.  J.  Econ.  25:  67-95.  N.  '10.  Central  bank  of  limited  scope. 
O.  M.  W.  Sprague. 

R.  of  Rs.  37:  35-37.  Ja.  '08.  Currency  reform;  a  central  bank. 
Robert  Emmett  Ireton. 

R.  of  Rs.  41:  216-17.  F.  '10.  Evolution  of  central  banking. 
C.  A,  Conant. 

World's  Work,  19:  12394-97.  D.  '09.  What  a  central  bank 
would  do.     R.  L.  McCabe. 


56         THE  HIGH  SCHOOL  DEBATE  BOOK 


NEGATIVE  REFERENCES 

Ann.  Am.  Acad.  31:  355-60.  Mar.  '08.  Central  bank  as  a  men- 
ace to  liberty.     G.  H.  Earle,  Jr. 

Ann.  Am.  Acad.  31:  39S-4il2.  Mar.  '08.  Panic,  preventions  and 
cures.     Henry  W.  Yates. 

Ann.  Am.  Acad.  385-97.  Mar.  '08.  Diagnosis  of  the  world's 
elastic  currency  problems.     Andrew  J.  Frame. 

Arenn,  39:  272-5.  Mar.  '08.  Recent  panic  and  present  deadly 
peril  to  American  prosperity.     A.  O.  Crozier. 

Allan.  105:  124-27.  Ja.  '10.  Essential  financial  and  banking 
reforms.    Charles  N.  Fowler. 

Moody,  8:  445-55.  D.  '09.  Dangers  of  a  central  bank  of  issue. 
A.  S.  Brown. 

Nation,  74:  85.    Ja.  30,  '02.     Federal  clearing  houses. 

Nation,  85:  313.     O.  3,  '07.     Steps  toward  currency  reform. 

Nation,  89:  270-71.     S.  23,  '09.     Plan  for  a  central  bank. 

Nation,  89:  450.     N.  11,  '09.     Aldrich  on  the  currency. 

No.  Am.  183:  1171-78.  D.  7,  '06.  Credit  currency.  A.  B.  Hep- 
burn. 

No.  Am.  191:  6-12.  Ja.  '10.  The  central  bank  plan.  Victor 
Morawetz. 

Pol.  8ci.  Q,  18:  713-17.  D.  '03.  Reviews.  W.  M.  Daniels. 
"  The  second  bank  of  the  United  States,  by  Ralph  C.  H.  Catterall." 

Q.  J.  Econ.  22:  300-3.  F.  '08.  Proposals  for  securing  the  main- 
tenance of  bank  reserves.    C.  W.  Mixter. 

Q.  J.  Econ.  23:  363-415.  My.  '09.  Proposal  for  a  central  bank 
in  the  United  States.     O.  M.  W.  Sprague. 

World  To-Day,  19:  720-29.  Jl.  '10.  Central  bank:  the  objec- 
tions to  it,  and  the  substitutes  for  it  in  the  United  States.  C.  G. 
Dowes. 


COMMISSION  FORM  OF  MUNICIPAL 
GOVERNMENT 

Resolved,  That  the  commission  form  of  city  government 
should  be  adopted  by  American  cities. 

BRIEF 

INTRODUCTION 

I.  That  the  general  results  of  the  council  plan  of  city 
government  are  not  satisfactory,  is  seen  in  the  many 
changes  that  are  being  made  in  municipal  charters. 

A.  New  York,  as  early  as  1830,  attempted  to  move 
away  from  the  plan  of  ward  representation.  It 
passed  an  act  which  provided  that  "  the  executive 
business  of  the  corporation  of  New  York  shall 
be  hereafter  performed  by  distinct  depart- 
ments." 

B.  The  city  of  Des  Moines  abandoned  the  "  old  " 
council  plan  of  ward  representation  and  a  sepa- 
rate city  council  in  an  election  on  June  20,  1907- 

II.  The  characteristic   features   of  the   plans   of  govern- 
ment to  be  considered  in  the  discussion  are  these: 
A.  The  council  form  of  government  in  vogue  in  most 
American  cities  provides  that: 

1.  The  city  be  divided  into  small  geographical 
divisions  called  wards.  From  each  ward  a 
single  representative,  called  an  alderman,  is 
elected. 

57 


58         THE  HIGH  SCHOOL  DEBATE  BOOK 

2.  The  city  council  be  composed  of  the  alder- 
menj  and  a  mayor,  who  is  elected  at  large. 

3.  The  mayor  be  the  only  member  of  the  coun- 
cil who  receives  a  regular  salary. 

4.  There  be  a  separation  of  the  legislative 
and  administrative  functions  of  govern- 
ment. The  council  legislates.  The  mayor, 
or  men  under  him,  administer. 

B.  The  commission  form  provides  that: 

1.  The  commission  be  (usually)  made  up  of 
five  men:  an  executive,  who  is  called  the 
mayor-president,  and  four  commissioners, 
or  councilmen. 

2.  The  commissioners  devote  all  their  time  to 
carrying  on  the  business  of  the  city. 

5.  The  commissioners  shall  receive  regular 
salaries  for  their  services. 

4.  The  commissioners  are  elected  at  large  on 
a  non-partisan  ballot. 

5.  The  commissioners  both  legislate  and  admin- 
ister. 


AFFIRMATIVE 

The  commission  form  gives  responsibility;  for, — 

A.  Each  commissioner  is  placed  at  the  head  of  and 
made  responsible  for  some  one  department  of 
government. 

B.  Subordinate  officers  are  made  directly  responsi- 
ble to  their  superiors.  Authority  for  each  de- 
partment is  centralized  in  the  head  thereof. 


BRIEFS  59 

II.  The  commission  form  does  away  with  useless  boards 
and  committees;  for, — 
A.  The    commissioners    themselves    attend   to    work 
that  was  formerly  done  by  committees. 

III.  The  commission  form  secures  administrative  efficiency; 
for, — 

A.  It  assumes  that  the  city  is  an  administrative  unit. 

B.  It  simplifies  the  work  of  administration;  for, — 

1.  It  takes  the  full  time  of  a  few  men,  instead 
of  a  little  time  from  many  men. 

2.  It  does  away  with  the  cumbersome  system 
of  initiating  legislation  by  one  body, 
and  executing  that  legislation  by  another 
body. 

IV.  The  commission  form  is   superior  from  a  legislative 
standpoint;  for, — 

A.  The  same  men  legislate  that  administer. 

B.  They  are  intimately  acquainted  with  the  needs 
of   each    department. 

C.  They  can  easily  be  held  accountable  for  every 
legislative  act  passed. 

V.  The  commission  form  is  more  democratic;  for, — 

A.  The  commissioners   represent  the  choice  of  the 
majority  of  the  voting  electorate;  for, — 

1.  They  are  elected  by  a  vote  of  the  whole 
city;  not  just  one  ward. 
VI.  The  simplicity  of  the  commission  form  is  desirable; 
for, — 

A.  It  induces  good  men  to  take  office. 

B.  It  makes  it  comparatively  easy  for  the  voters  to 

discover  cases  of  inefficiency  and  graft. 


60         THE  HIGH  SCHOOL  DEBATE  BOOK 

VII.  Experience  has  amply  demonstrated  the  effectiveness 
of  the  commission  form;  for, — 
A.  It  has  proved  successful  in  such  cities  as  Gal- 
veston,   Houston,    Des    Moines,    Cedar    Rapids, 
and  many  others. 

NEGATIVE 

I.  The  commission  form  is  un-American;  for, —  X; 

A.  It  violates  a  fundamental  precept  of  the  present . 
form    of    American    government;    namely,    the  | 
separation     of     governmental     machinery     into 
legislative,     administrative,     and     judicial     di- 
visions. 
II.  The  commission  form  is  unsuited  to  the  needs  of  a 
large  city;  for, — 
A.  It  does  not  provide  for  efficient  legislation ;  for, — 
.1.  A  few  commissioners  elected  at  large  can- 
not  possibly   know  the   needs   of    a   great 
metropolis. 
X"     III.  The  commission  form  makes  no  provision  for  checks 
and   balances   in   government;    for, — 
A.  The  one  body,  the  commissioners,  carry  on  all 
the  work  —  legislative,  executive,  and  j  udicial. 
IV.  The    commission    form    is    fundamentally    defective ; 
for, — 

A.  Good  men  can  not  be  induced  to  give  all  their 
time  to  the  work  of  governing  a  city;  for, — 

1.  It  would  be  necessary  for  them  to  sacrifice 
their  private  business. 

B.  The  plan  provides  for  no  responsibility  in  legis- 
lative matters;  for, — 


BRIEFS  61 

1.  One   commissioner   can    lay   the   blame    on 
another  for  failure  to  pass  measures. 

C.  The  commissioners  are  subject  to  the  whims  of 
popular  control,  instead  of  the  right  or  wrong 
of  their  own  judgment;  for, — 

1.  They  are  likely  to  be  recalled,  if  they  do 
not  obey  the  popular  cry. 

D.  The  political  boss  has  a  greater  opportunity  than 
ever  to  bring  about  corruption  and  graft  in  the 
city  affairs;  for, — 

1.  His   operations   are  confined  only  to  three 
or  four  men. 
V.  The  commission  form  is  unnecessary;  for, — 

A.  The  results  claimed  for  it  can  easily  be  secured 
by  altering  the  present  plan;  for, — 

1.  Non-partisan  elections  can  be  secured. 
I     2.  Ward  representation  can  be  eliminated. 

3.  Responsibility    for    administration    can    be 
centred  in  the  hands  of  the  mayor. 

4.  Responsibility   for   legislation  can  be  cen- 
tred in  the  hands  of  the  council. 


GENERAL  REFERENCES 

BOOKS,   PAMPHLETS,   AND   DOCUMENTS 

Deming,  H.  E.  (The)  government  of  American  cities.  Put- 
nam, New  York,  1909. 

Fairlie,  J.  A.  Municipal  administration.  Macmillan,  New 
York,  1901. 

GooDNOw,  F.  J.  Municipal  government.  Century,  New  York, 
1909. 

Hamilton,  J.  J.  Dethronement  of  the  city  boss.  Funk,  New 
York,  1910. 


62         THE  HIGH  SCHOOL  DEBATE  BOOK 

MuNRo,  W.  B.  (The)  government  of  European  cities,  pp.  109- 
208.    Macmillan,  New  York,  1909. 

Bobbins,  E.  C.  Selected  articles  on  the  commission  plan  of  mu- 
nicipal government.  (Debaters'  Handbook  Series.)  H.  W.  Wil- 
son Co.,  Minneapolis.     Revised  ed.,  1910. 

RowE,  L.  S.  Problems  of  city  government.  Appleton,  New 
York,  1908. 

Steffens,  J.  L.  (The)  shame  of  the  cities.  McClure,  New 
York,  1905. 

MAGAZINES 

Arena,  32:  377-91.  O.  '04.  Democracy  and  municipal  govern- 
ment.    B.  O.   Flower. 

Arena,  41:  38-41.  Ja.  '09.  Better  city  government.  L.  F.  C. 
Garvin. 

Ind.  62:  1367.    Je.  6,  '07.     One-man  city  government. 

Johns  Hopkins  University  Studies  in  Historical  and  Political 
Science,  7:  155-87.  Ap.  '89.  Municipal  history  of  New  Orleans. 
William  W.  Howe. 

Pol  Sci.  Q.  15:  426-51,  675-709.  S.  D.  '00.  Council  government 
versus  mayor  government.     E.  D.  Durand. 

Pol.  Sci.  Q.  17:  609-30.  D.  '02.  Referendum  and  initiative  in 
city  government.     J.  R.  Commons. 

Pol.  Sci.  Q.  21:  434-46.  S.  '06.  Municipal  codes  in  the  middle 
west.    J.  A.  Fairlie. 

jR.  of  Bs.  36:  623-34.  N.  '07.  Spread  of  Galveston  plan  of 
city  government. 

AFFIRMATIVE  REFERENCES 

Arena,  38:  8-13.  Jl.  '07.  Galveston  and  Houston.  G.  W. 
James. 

Arena,  38:  144-49.  Aug.  '07.  Houston  and  its  city  commission. 
G.  W.  James. 

Arena,  38:  431-32.     O.  '07.     Unguarded  commission  government. 

Arena,  38:  432-36.  O.  '07.  Des  Moines  plan:  a  model  of 
guarded  city  government. 

Arena,  41:  38-41.  Ja.  '09.  Better  city  government.  L.  G.  C. 
Garvin. 


BRIEFS  63 

Cent.  74:  970.  O.  '07.  Des  Moines  plan  of  city  government. 
H.  E.  Sampson. 

Chaut.  50:  168-70.  Ap.  '08.  Municipal  government  by  commis- 
sion. 

Chaut.   51:    110-24.     Je.   '08.     Galveston    plan.     W.    B.    Munro. 

Gunton,  27:  559-70.  D.  '04.  Government  of  municipalities  by 
boards  of  commissioners.     C.  Arthur  Williams. 

Ind.  56:  1382.     Je.  16,  '04.     New  Galveston.     W.  B.  Slosson. 

Ind.  62:  806-7.     Ap.  4,  '07.     Way  to  decent  city  government. 

Ind.  63:  195-200.  Jl.  25^  '07.  Government  by  commission  in 
Texas.    W.  B.  Slosson. 

Ind.  64:  1409-10.     Je.  18,  '08.     Three  great  experiments. 

Ind.  66:  194-95.  Ja.  28,  '09.  Example  of  Haverhill.  DeMont 
Goodyear. 

McClure,  27:  610-20.  O.  '06.  Galveston:  a  business  corporation. 
G.  K.  Turner. 

Nation,  83:  322.  O.  18,  '06.  Municipal  government  by  commis- 
sion.   W.  T.  Arnst. 

Outlook,  82:  5.  Ja.  6,  '06.  Concentration  of  power  in  the  hands 
of  the  mayor  at  Houston. 

Outlook,  83:  54.     My.  12,  '06.     Experiments. 

Outlook,  85:  834-35.     Ap.  13,  '07.     Texas  idea. 

Outlook,  85:  839-43.  Ap.  13,  '07.  Texas  idea:  city  government 
by  a  board  of  directors.     H.  J.  Haskell. 

Outlook,  86:  127-28.     My.  25,  '07.     Municipal  efficiency. 

Outlook,  89:  495-97.    Jl.  4,  '08.     Spread  of  the  commission  plan. 

Outlook,  92:  865-«6.     Aug.  14,  '09.     City  government. 

World  To-Day,  7:  1462.  N.  '04.  New  Galveston.  C.  Arthur 
Williams. 

World  To-Day,  11:  943-46.  S.  ^OQ.  Governing  cities  by  com- 
mission.    C.  Arthur  Williams. 

World's  Work,  14:  9419-26.  O.  '07.  City  government  by  fewer 
men.    C.  W.  Elliot. 

World's  Work,  18:  11533.  My.  '09.  Des  Moines  plan  of  city 
government. 

World's  Work,  18:  11639.  Je.  '09.  Another  city  for  commission 
government. 


64         THE  HIGH  SCHOOL  DEBATE  BOOK 


NEGATIVE  REFERENCES 

American  Political  Science  Association  Proceedings,  1906,  3:  58- 
66.     Newport  (L.  I.)  Charter.     Rear- Admiral  F.  E.  Chadwick. 

Beale,  J.  H.,  Jr.  City  government  by  commission.  Address 
before  economic  club  of  Boston,  Ja.  21,  '08.     Boston. 

Chaut.  51:  125-26.  Je.  '08.  Newport  plan  of  city  government. 
Rear-Admiral  F.  E.  Chadwick. 

City  Hall,  10:  258-61.  Ja.  '09.  Municipal  government  by  com- 
mission.   Discussion  by  Messrs.  Grosser,  Gemunder,  and  Oliver. 

City  Hall,  10:  273-74.  Ja.  '09.  Control  of  Municipal  public 
utilities  by  States.  Robert  O.  Brennan,  City  Solicitor  of  Des 
Moines. 

IviNS,  William  M.  City  government  by  commission.  An  ad- 
dress by  chairman  of  committee  on  the  revised  charter  of  New 
York  before  the  economic  club  of  Boston,  Ja.  21,  '08. 

National  Municipal  League,  Proceedings  of  the  Providence  Con- 
ference for  Oood  City  Government,  1907,  pp.  166-77.  Newport 
Plan.     Rear-Admiral  F.  E.  Chadwick. 

National  Municipal  League,  Proceedings  of  Providence  Confer- 
ence for  Good  City  Government,  1907,  pp.  178-92.  How  Chicago 
is  winning  good  government.  George  C.  Sikes,  Secretary  of  Mu- 
nicipal Voters  League  of  Chicago. 

Texas,  Bulletin  of  the  University  of,  Je.  1,  '05.  Some  funda- 
mental political  principles  applied  to  municipal  government.  Sam- 
uel Peterson. 

Webster,  Walter  A.  Commission  is  an  oligarchy.  6  Beacon 
St.,  Boston.     (Leaflet  mailed  gratuitously.) 

Webster,  Walter  A.     Government  by  commission. 

Webster,  Walter  A.    Problem  of  city  government. 


CONSERVATION  OF  NATURAL  RE- 
SOURCES 

Resolved,  That  the  power  of  the  Federal  Government 
should  be  paramount  to  that  of  the  States  in  the  conserva- 
tion of  natural  resources,  limited  to  forests,  water-power, 
and  minerals. 

BRIEF 

INTRODUCTION 

I.  When  the  Nation  was  formed,  all  public  lands  owned 
by  the  several  colonies  were  turned  over  to  the  Federal 
Government. 
II.  According  to  the  principles  laid  down  in  the  Ordinance 
of  1787,  the  public  lands  were  to  be  regulated  in  the 
interests,  not  of  the  people  of  one  State  or  section, 
but  of  all  the  people  of  the  entire  Nation. 
III.  Although  the  power  to  protect  and  conserve  natural 
resources  when  the  national  welfare  demands  it  has 
always    belonged    to    the    Federal    Government,    that 
power  has  not  always  been  exerted;  for, — > 
A.  It  is  not  the  duty  of  the  Federal  Government  to 
exert  a  power  until  the  need  to  do  so  becomes 
apparent. 
IV.  When  the  necessity  of  conserving  natural  resources 
became   apparent,  the   Federal   Government   reserved 
certain    areas    within    the    public    domain,    that    the 
5  65 


66         THE  HIGH  SCHOOL  DEBATE  BOOK 

development  of  the  resources  therein  might  be  so  regu- 
lated that  there  would  be  neither  waste  nor  over-pro- 
duction, nor  an  unequal  distribution  of  the  wealth 
created. 
V.  To  this  policy  of  the  Federal  Government  many  per- 
sons have  objected.  The  majority  of  those  who 
opposed  Federal  control  have  been  inhabitants  of  the 
States  in  which  the  areas  lie.  The  objections  have 
been  urged;   for, — 

A.  Many  believe  that  under  the  present  dual  form 
of  government  conservation  is  properly  a  func- 
tion of  the  States. 

B.  Many  believe  that  the  work  can  be  done  better 
by  the  States. 

VI.  The  question  for  debate  then  becomes:  Should  re- 
sources such  as  have  been  reserved  from  entry  be  re- 
tained by  the  Federal  Government,  and  their  develop- 
ment be  regulated  by  the  Federal  Government,  or 
should  they  be  turned  over  to  the  States  in  which 
they  lie,  and  be  developed  as  the  various  States  see  fit. 


AFFIRMATIVE 

I.  The    conservation    of   these    resources    is    properly    a 
function  of  the  central  government;  for, — 
A.  It  is  a  work  that  will  affect  every  person  in  the 
nation;  for, — 

1.  Some  of  the  resources,  such  as  water-power 
an4  phosphate,  are  to  a  large  degree  lim- 
ited to  the  specified  areas. 

2.  All  other  resources  are  in  private  hands, 
and  even  though  conserved,  only  those   (a 


BRIEFS  67 

comparatively  few  wealthy  people)  who 
own  them  will  receive  the  benefits. 
3,  India  and  China^  once  wealthy  and  pros- 
perous, are  to-day  suffering  with  hunger 
and  cold  because  their  resources  were  not 
conserved.  The  same  is  true  to  a  lesser 
extent  of  many  other  nations. 

B.  Though  conservation  will  have  an  important  ef- 
fect upon  the  political  and  social  welfare  of  the 
nation,  it  is  not  in  itself  a  political  or  social 
problem;  for, — 

1,  Conservation  means  simply  investigating, 
experimenting,  and  administrating  —  regu- 
lating the  development  of  the  public  lands, 
that  resources  used  may  be  put  to  the  very 
best  use,  and  that  only  resources  for  which 
there  is  an  actual  need  may  be  developed, 
the  rest  being  conserved  for  future  genera- 
tions. It  is  with  this  end  in  view  that 
Federal  officials  are  working  at  the  present 
time. 

2,  This  is  not  a  work  that  will  rob  the  people 
of  any  of  their  inherent  rights  or  that  will 
materially  change  their  habits,  customs,  or 
relations  with  each  other. 

3,  It  is  essentially  a  work  of  administrating 
and  regulating.  It  is  a  work  the  purpose 
of  which  is  to  guarantee  to  all  the  people 
a  reasonable  share  of  the  natural  resources. 
It  is  the  very  kind  of  work  for  which  cen- 
tral governments  are  established. 

C.  It  is  a  principle  of  the  Federal  Government  that 


68         THE  HIGH  SCHOOL  DEBATE  BOOK 

when  a  work  of  regulating  and  administrating 
is  of  such  scope  as  to  affect  the  people  of  more 
than  one  State,  it  shall  be  carried  on  by  the 
central  government  rather  than  by  the  State 
governments.     For  example: 

1.  The    carrying    of    mail,    the    building    the 

Panama  Canal,  the  irrigating  of  the  West, 

and  similar  projects  are  performed  by  the 

Federal  Government. 

II.  The  resources  will  not  be  properly  conserved  if  put 

into  the  hands  of  the  inhabitants  of  the  Western  States 

in  which  they  lie;  for, — 

A.  The  welfare  of  these  people  demands  that  the 
resources  be  not  conserved;  for, — 

1.  The  immediate  interest  of  any  people  is  to 
accumulate  wealth. 

2.  A  rapid  and  wasteful  development  such  as 
has  gone  on  in  the  past  will  most  quickly 
make  these  States  rich. 

3.  Conservation  will  put  a  stop  to  the  waste- 
ful methods  that  most  quickly  create 
wealth. 

B.  It  is  because  the  people  of  the  Western  States 
do  not  want  conservation  that  they  object  to 
Federal  regulation;  for, — 

1.  Their  principal  objection  is  that  areas  are 
shut  up  so  that  the  resources  therein  can- 
not be  used  as  the  people  see  fit. 

C.  It  is  universally  true  that  when  persons  possess 
a  large  amount  of  resources  or  other  material 
goods,  they  cannot  properly  appreciate  their 
value. 


BRIEFS  69 

III.  The    resources    still    within    the    public    domain    are 
largely  of  such  nature  that  they  must  be  developed 
by  powerful  corporations. 
A.  The    work    of    developing   the    forests,    mineral 
lands,    and    water-power    of    the    mountainous 
Western  States  will  be  mostly  done  by  corpora- 
tions; for, — 

1.  To  construct  reservoirs  and  power-plants 
and  to  carry  electricity  to  the  places  needed 
requires  a  great  deal  of  capital. 

2.  Similarly,  to  work  a  mine  or  use  the 
products  of  a  mountain  forest  profitably 
and  yet  not  wastefuUy,  demands  that  the 
work  be  conducted  on  a  large  scale. 

IV.  In  practically  every  instance  the  corporations  that  are 
fitted  to  develop  the  natural  resources  will  do  an  inter- 
state business,  for  the  whole  nation  will  have  need 
of  their  products.  Corporations  doing  an  interstate 
business  can  be  controlled  better  by  the  Federal  Gov- 
ernment than  by  the  State  governments;  for, — 

1.  State  laws  do  not  have  the  force  that  Fed- 
eral laws  do,  and  consequently  are  much 
less  apt  to  be  obeyed. 

a.  State  laws,  representing  the  will  of 
fewer  people,  are  not  backed  up  by 
public  opinion  to  the  extent  that  Fed- 
eral laws  are. 

b.  People  take  less  interest  in  the  work 
of  the  State  Legislature  than  in  what 
is  done  in  Congress,  and  make  less 
effort  to  enforce  State  laws;  for, — 

(1)   Most     affairs     that     directly 


70         THE  HIGH  SCHOOL  DEBATE  BOOK 

affect  the  citizens'  daily  welfare 

are  looked  after  through  county, 

town,  and  township  organizations. 

2.  Powerful   corporations    can   easily    corrupt 

State  Legislatures  and  thus  obtain  special 

privileges;  for, — 

a.  It  is  easy  to  have  men  elected  who 
will  favor  them,  for  the  people  are 
willing  to  elect  almost  any  one  who 
desires  to  go  to  a  State  Legislature. 

b.  A  dishonest  and  shrewd  representa- 
tive of  the  corporation  can  exert  a 
great  influence  over  the  average  mem- 
ber of  a  State  Legislature. 

S.  Even  if  all  officials  were  honest,  the  States 
working  separately  could  not  control 
powerful  interstate  corporations;  for, — 

a.  The  corporations  are  incorporated  in 
some  State  such  as  New  Jersey, 
whose  laws  are  very  liberal.  It  is 
then  impossible  for  other  States  to 
control,  effectually,  within  their  own 
borders,  the  actions  of  such  corpora- 
tions. 

b.  The  lack  of  uniformity  that  would 
come  with  State  control  would  make 
it  impossible  to  enforce  all  the  con- 
flicting laws,  which  would  leave  the 
corporations  to  do  about  as  they 
please. 

c.  The  corporations  know  that  State 
control       of       conservation       would 


BRIEFS  71 

practically     mean     no     control,     for 
which    reason    they    are    heartily    in 
favor  of  it. 
V.  Federal    regulation    is    the    more    practicable    plan; 
for, — 

A.  Only  those  resources  which  affect  the  welfare 
of  the  whole  nation  are  to  be  conserved  by  the 
Federal  Government  as  a  permanent  public  do- 
main. 

B.  The  work  of  regulating  and  protecting  can  best 
be  done  by  Federal  officials;   for, — 

1.  Officials  in  charge  will  be  of  a  higher  qual- 
ity; for, — 

a.  Fewer  of  them  will  be  needed. 

b.  The  Federal  Government  will  select 
the  best  in  the  nation,  rather  than  the 
best  in  some  one  State. 

2.  Work  can  be  carried  on  with  greater  effi- 
ciency ;   for, — 

a.  There  will  be  better  organization. 

b.  Greater  facilities  for  investigating 
and  experimenting  will  be  afforded. 

c.  The  department  in  charge  can  benefit 
by  what  is  learned  in  all  the  other 
Federal   departments. 

3.  Work    will    be    more    economically    carried 
on. 

a.  Repetition  will  be  eliminated. 

b.  Better  organization  will  mean  stricter 
accounting. 

c.  Supplies  can  be  bought  in  large  quan- 
tities. 


72         THE  HIGH  SCHOOL  DEBATE  BOOK 

4.  Each  State  will  be  directly  benefited  by 
everything  learned  in  all  the  other  States. 

5.  Federal  control  will  mean  uniformity  and 
efficiency;  not  the  confusion  and  inefficiency 
characteristic  of  many  State  laws. 

VI.  The    argument   that    Federal    conservation   means    so- 
cialism or  centralization  is  not  valid;  for, — 

A.  Only  a  limited  area  is  to  be  retained  by  the 
government. 

B.  The  duty  of  government  officials  will  be  simply 

to  protect,  and  to  regulate  the  manner  of  de- 
velopment. 

C.  All  those  functions  which  properly  belong  to 
the  States  will  be  left  with  the  States  and  carried 
out  by  State  officials. 

D.  The  government  will  act  simply  as  an  owner, 
and  regulate  the  methods  of  using  resources 
which  belong  to  all  the  people. 

NEGATIVE 

I.  The   Federal   Government  is   not  the  proper   body  to 
conserve  natural  resources;  for, — 

A.  The  central  government  cannot  know  local  con- 
ditions as  well  as  the  State  governments;  for, — 

1.  It  is  not  familiar  with  local  conditions. 

2.  It  does  not  have  persons  on  the  ground. 

3.  It  could  be  informed  only  through  hap- 
hazard reports  of  committees  or  annual 
statements  of  inspectors. 

B.  The  central  government  would  not  have  the  in- 
terest in  conservation  that  State  governments 
would;  for, — 


BRIEFS  73 

1.  Conservation  to  the  central  government 
would  mean  only  an  added  burden,  but  to 
the  State  government  conservation  is  a 
matter  of  vital  concern;  for, — 

a.  The  States'  citizens  are  owners  of  the 
resources. 

b.  The  occupation  of  a  large  number 
of  the  States'  citizens  depends  upon 
the  proper  development  of  the  re- 
sources. 

C.  The  work   of   conservation  falls   rightly   within 
the  sphere  of  State  activities;  for, — 

1.  The  natural  resources  would  naturally  be- 
come the  property  of  citizens  of  the  State. 

2.  They  would  give  employment  to  her  citi- 
zens. 

3.  They  would  form  a  vital  part  of  the  life  of 
the  State. 

II.  Federal    conservation    would    be    manifestly    unjust; 
for, — 

A.  It  would   be   an   inexcusable   usurpation   of  the 
rights  of  the  States;  for, — 

1.  The  various  States  are  now  conducting  their 
policies  of  conservation  satisfactorily. 

B.  It  would  deprive  the  States  of  a  very  important 
source  of  revenue;  for, — 

c         1.  It  would  turn  over  to  Federal  control  the 
most  valuable  resources  in  the  State. 
III.  Federal  conservation  would  result  in  graft  and  cor- 
ruption;  for, — 
A.  Federal  methods  are  extravagant  and  wasteful. 
1.  The    post-office    department    generally    has 


74         THE  HIGH  SCHOOL  DEBATE  BOOK 

an  annual  deficit  when  it  should  be  a  money- 
making  department. 

B.  Congress  would  give  undue  concessions  to  indi- 
viduals and  corporations;  for, — 

1.  Congress  would  be  seeking  political  favors. 

2.  Political  bosses  would  control  appointments 
to   office. 

C.  All  control  would  center  in  the  Federal  Govern- 
ment, and  as  a  result  it  would  be  much  simpler 
to  bribe  officials  than  where  control  is  divided 
among  a  number  of  State  governments. 

1.  Conditions  in  Alaskan  coal  fields  and  for- 
ests are  good  examples. 

2.  Irrigation  and  land  frauds  among  Federal 
officials  are  being  constantly  unearthed. 

IV.  Federal  conservation  would  be  both  paternalistic  and 
socialistic;  for, — 

A.  It  would  tend  to  give  the  corporate  wealth  of 
the  country  control  over  vast  concessions. 

B.  It  would  be  a  direct  step  toward  socialism;  for, — 

1.  Government  ownership  of  railroads,  tele- 
graph lines,  etc.,  would  be  the  next  logical 
step.  This  step  would,  in  fact,  be  neces- 
sary before  national  conservation  could  be 
made  practical. 

C.  It  would  tend  to  transfer  ownership  from  indi- 
viduals to  corporations. 

D.  It  would  be  essentially  un-American  both  in 
spirit  and  operation. 

V.  Federal  conservation  is  not  necessary;  for, — 

A.  Each  State  is  now  working  out  its  own  problems 
along  the  most  advantageous  lines;  for, — 


BRIEFS  75 

1.  The  citizens  of  the  various  States  are 
realizing  the  importance  of  plans  for  suc- 
cessful conservation. 

B.  There   are   no   great   frauds   in   State   conserva- 
tions; for, — 

1.  The  operations  of  the  State  governments 
are  so  simple  and  so  close  to  the  people 
that  corruption  and  inefficiency  are  easily 
detected. 

C.  There  is  no  demand  on  the  part  of  the  American 
people  for  Federal  conservation;  for, — 

1.  Most  citizens  are  satisfied  with  the  progress 
that  the  various  States  are  making  in  the 
matter. 


GENERAL  REFERENCES 
BOOKS,   PAMPHLETS,  AND  DOCUMENTS 

Conference  of  governors  in  the  white  house,  Washington,  D. 
C.  Proceedings,  May  13-15,  1908  (to  consider  measures  for  the 
conservation  of  the  country's  natural  resources)  Washington,  D.  C. 
1909.     Address  Superintendent  of  Documents. 

Hill,  J.  J.  Highways  of  progress,  pp.  309-28.  Doubleday, 
New  York,  1910. 

National  conservation  commission.  Annual  reports.  Wash- 
ington, D.  C.     Address  Superintendent  of  Documents. 

National  lumber  manufacturers'  association.  Annual  re- 
ports.    Chicago. 

PiNCHOT,  GiFFORD.  Fight  for  conservation.  Doubleday,  New 
York,  1910. 

Plunkett,  Sir  H.  C.  (The)  rural  life  problem  of  the  United 
States.     Macmillan,  New  York,  1910. 

United  States  Reclamation  service.  Annual  reports.  Wash- 
ington, D.  C.     Address  Superintendent  of  Documents. 

Vak  Hise,  C.  R.  Conservation  of  natural  resources  in  the 
United  States.    Macmillan,  New  York,  1910. 


76         THE  HIGH  SCHOOL  DEBATE  BOOK 


MAGAZINES 

Ann.  Am.  Acad.  33:  679-85.  My.  '09.  Production  and  waste  of 
mineral  resources  and  their  bearing  on  conservation.     J.  A.  Holmes. 

Outlook,  88:  582-84.  Mar.  14,  '08.  Government  control  of  water 
power. 

Outlook,  88:  760.    Ap.  4,  '08.    Water  rights  and  the  nation. 

Outlook,  94:  99-100.     Ja.  '10.     Federal  control  of  water  power. 

Outlook,  96:  90-1.     S.  17,  '10.     Conservation:  federal  or  state. 

Outlook,  96:  375.     O.  15,  '10.    Lost  — a  policy.     P.  P.  Wells. 

R.  of  Rs.  41:  238-39.  Je.  '10.  Common-sense  plan  to  save  the 
forests  of  the  nation. 


AFFIRMATIVE  REFERENCES 

Ann.  Am.  Acad.  33:  566-82.  My.  '09.  The  scope  of  state  and 
federal  legislation  concerning  the  use  of  waters.  Charles  Edward 
Wright. 

Ann.  Am.  Acad.  33:  597-601.  My.  '09.  Federal  control  of 
water-power  in  Switzerland.     Treadwell  Cleveland. 

Ann.  Am.  Acad.  33:  583-596.  My.  '09.  The  necessity  for  state 
or  federal  regulation  of  water-power  development.  Charles  Whit- 
ing Baker. 

Ind.  58:  618-50.     Mar.  9,  '05.     The  waste  of  Niagara. 

McClure,  33:  35-39.  My.  '09.  The  national  water-power  trust. 
Judson  C.  Welliver. 

Outlook,  82:  S65-66.  Ap.  21,  '06.  Bill  before  Congress  to  save 
the  falls.     Text  of  Burton  bill. 

Outlook,  88:  898-99.     Ap.  25,  '08.     Water-power  wealth. 

Outlook,  90:  142-43.     S.  26,  '08.     Preservation  of  water-powers. 

Outlook,  92:  910-11.  Aug.  21,  '09.  Editorials  on  Oregon's  con- 
trol of  water-power  and  Mr.  Pinchot's  address  before  the  Irriga- 
tion Congress,  Spokane. 

Outlook,  94:  260-64.  Ja.  29,  '10.  Conservation  and  rural  life; 
an  Irish  view  of  two  Roosevelt  policies.     H.  C.  Plunkett. 

Pop.  Sci.  73:  289-305.  O.  '08.  Spoliation  of  the  falls  of  Niag- 
ara.   Dr.  J.  W.  Spencer. 

B.  of  Rs.  41:  14-17.     Ja.  '10.     Is  there  a  power  trust? 


BRIEFS  77 

B.  of  Es.  41:  47-48.  Ja.  '10.  Water-power  sites  on  the  public 
domain.     Richard  C.  Ballinger. 

World's  Work,  17:  11191.  F.  '09.  A  real  monopoly  that  threat- 
ens the  people. 

World's  Work,  19:  12309-10.  D.  '09.  The  water-powers  action 
now  or  trouble  later. 

IfEGATlVE  REFERENCES 

[The  majority  of  references  on  the  negative  of  this  question  are 
ones  which  oppose  the  general  policy  of  Federal  control,  rather 
than  set  forth  specific  objections  to  the  policy  of  conservation.] 

Ann.  Am.  Acad.  32:  185-211.  JL  '08.  Federal  usurpations. 
John  Sharp  Williams. 

Ann.  Am.  Acad.  32:  225-34.  Jl.  '08.  Railway  regulation  in 
Texas.    James  L.  Slayden. 

Ann.  Am.  Acad.  33:  583-96.  '09  (especially  p.  108).  The 
necessity  for  State  or  Federal  regulation  of  water-power  develop- 
ment.    Charles  Whiting  Baker. 

Ann.  Am.  Acad.  35:  260-65.  Mar.  '10.  State  forests  of  Mich- 
igan.    F.  Roth. 

Arena,  38:  314-17.  S.  '07.  The  industrial  autocracy  and  cen- 
tralized government. 

Arena,  41:  269-74.  Mar.  '09.  Harmonizing  our  dual  govern- 
ment.   J.  W.  Bennett. 

Borah,  Senator  W.  E.  Speech  in  the  Senate  June,  1910.  Con- 
gressional Record,  61st  Congress,  2d  Session.  Vol.  45,  Pt.  8,  pp. 
8509-34.     (An  especially  valuable  article.) 

Conference  of  Governors  of  the  United  States  at  the  White 
House,  1908,  p.  169.     (Government  publication.) 

Harper,  85:  240-50.  Jl.  '92.  The  growth  of  the  Federal  power. 
Henry  Loomis  Nelson. 

Ind.  64:  1066-69.  My.  14,  '08.  The  political  situation.  John 
A.  Johnson. 

Ind.  66:  207-9.     Ja.  28.  '09.     Centralization  in  state  affairs. 

Ind.  68:  697-99.  Mar.  31,  '10.  Why  east  and  west  differ  on  the 
conservation  problem.     Leslie  M.  Scott. 

Nation,  45:  453-54.     D.  8,  '87.     State  rights. 


78  THE  HIGH  SCHOOL  DEBATE  BOOK 

Nation,  83:  526.     D.  20,  '06.     How  to  magnify  the  states. 

Nation,  88:  383.     Ap.  15,  '09.     Jefferson  on  Centralization. 

Nation,  89:  326.  O.  7,  '09.  Democratic  self-government.  Wil- 
liam P.  Malburn. 

National  Conservation  Commission  Report.  Vol.  2,  Senate  Doc- 
ument, 60th  Congress,  2d  Session,  p.  724. 

No.  Am.  132:  407-26.  My.  '81.  Centralization  in  the  Federal 
government.     David  Dudley  Field. 

No.  Am.  183:  1321-26.     Autocracy  or  democracy. 

No.  Am.  184:  101-03.    Ja.  '07.     A  blow  at  personal  freedom. 

No.  Am.  184:  742-54.  Ap.  '05.  Jackson  and  Roosevelt  —  a 
parallel.     George  Harvey. 

No.  Am.  187:  684-701.  My.  '08.  The  state  and  the  federal  gov- 
ernment.   Woodrow  Wilson. 

No.  Am.  186:  34-40.  S.  '07.  The  powers  of  the  states  in  the 
union  and  the  necessity  of  preserving  and  exerting  them.  John 
T.  Morgan. 

No.  Am.  188:  321-35.  S.  '08.  The  constitution  and  the  new 
federalism.     Henry  Wade  Rogers. 

No.  Am.  190:  515-^3.  O.  '09.  States  with  ideas  of  their  own. 
Philip  Loring  Allen. 

No.  Am.  191:  465-81.  Ap.  '10.  Other  side  of  conservation.  G. 
L.  Knapp. 

Outlook,  96:  90-91.     S.  3,  '10.     Conservation:  federal  or  state. 

World's  Work,  12:  7590-91.  Je.  '06.  Decline  of  state  govern- 
ment. 


FEDERAL  VS.  STATE  RIGHTS 

Resolved,  That  the  present  arrangement  of  power  be- 
tween the  Federal  and  State  governments  is  not  adapted 
to  modern  conditions,  and  calls  for  readjustment  in  the 
direction  of  further  centralization. 

BRIEF 
INTRODUCTION 

I.  From  the  days  when  the  constitutional  convention  met 
to  organize  our  present   form  of   government,   down 
to  the  present  time,  there  has  always  been  a  question 
as  to  how  much  power  should  be  given  to  the  Federal 
Government,  and  how  much  should  be   given  to  the 
various   State  governments. 
II.  Some  of  the  most  prolonged  and  bitter  fights  in  our 
national  history  have  been  controversies  over  the  rights 
of  the  States. 
III.  The  question  has  been  given  unusual  emphasis  in  the 
last  few  years  because  of  the  new  and  important  issues 
that  have  come  up  for  solution. 
IV.  The  point  at  issue  is  whether  as  a  nation  it  is  advisable 
to  move  in  the  direction  of  placing  added  powers  and 
duties   in   the   hands   of  our   central   government,  or 
whether  these  powers  and  duties  should  be  assumed 
by  the  governments  of  the  several  States. 
79 


80         THE  HIGH  SCHOOL  DEBATE  BOOK 

AFFIRMATIVE 

I.  Further  centralization  would  be  in  harmony  with  the 

evolution  of  bicameral  governments  in  general;  for, — 

A.  The  history  of  bicameral  organizations    shows  a 

distinct  tendency  to  give  increased  power  to  the 

central  government. 

1.  This  is  manifestly  true  of  the  German  Em- 
pire. 

2.  It  is  true  also  of  France. 

3.  Switzerland  is  an  example  in  hand. 

II.  Such  a  step  would  be  in  harmony  with  the  evolution 
of  government  in  the  United  States;  for, — 
A.  The  changes  have  constantly  tended  toward  the 
granting  of  more  power  to  the  Federal  Govern- 
ment; for, — 

1.  From  the  very  beginning  of  the  govern- 
ment, whenever  an  issue  has  become  na- 
tional in  scope,  it  has  been  placed  in  the 
hands  of  the  central  government. 

a.  Control  of  finances. 

b.  Control  of  slavery. 

c.  Control  of  railroads. 

III.  The  State  governments  are  inefficient;  for, — 

A.  They  cannot  successfully  cope  with  many  pres- 
ent-day problems  which  confront  them,  such  as 

1.  Adequate  marriage  and  divorce  laws. 

2.  Regulation  of  large  corporations. 

3.  Conservation  of  natural  resources. 

4.  Uniform  income  and  inheritance  taxes. 

5.  Settlement  of  disputes  between  capital  and 
labor. 


BRIEFS  81 

IV.  State  power  is  often  dangerous;   for, — 

A.  States  can  easily  embarrass  the  Federal  Govern- 
ment, as  in  the  case  of, 

1.  The  attempted  Nullification  Acts  of  North 
Carolina. 

2.  The    recent    Japanese    school    situation    in 
San  Francisco. 

3.  Disturbances    along    the    Mexican    border 
line, 

V.  Increased  Federal  power  is  highly  desirable;  for, — 

A.  It  would  give  uniformity  of  action  in  problems 
that  by  their  very  nature  are  national  in  im- 
portance ;  for, — 

1.  The  laws  would  be  uniform  and  apply  to 
the  whole  country. 

B.  It  would  insure  an  adequate  enforcement  of  all 
laws;  for, — 

1.  Each  statute  would  have  the  power  of  the 
Federal  Government  behind  it. 

C.  It  would  greatly  simplify  the  work  of  admin- 
istration; for, — 

1.  All  authority  would  be  centred  under  one 
head. 

2.  Responsibility  would  be  secured. 

3.  Direct  and  speedy  action  could  be  eiFected. 

NEGATIVE 

I.  Further  centralization  of  State  power  would  seriously 
cripple  many  of  the  present  State  activities;  for, — 
A.  It   would  take    from  the   States   activities   from 
which  they  now  receive  revenue  for  taxes;  for, — 


82         THE  HIGH  SCHOOL  DEBATE  BOOK 

1.  The  Federal  incorporation  of  Inter-State 
corporations,  for  example,  would  be  a  se- 
vere financial  loss  to  the  States. 

B.  It  would  make  the  enforcement  of  State  laws 
more  difficult;  for, — 

1.  Offenders  immediately  go  into  the  realm 
of  Federal  authority  for  protection. 

a.  This  was  true  in  South  Carolina 
when  State  officials  tried  to  enforce 
railroad  legislation. 

C.  It  would  cause  needless  interference  on  the  part 
of  the  central  government  in  purely  local  affairs. 

II.  Further    centralization   would   tend   to    create   a   plu- 
tocracy in  government;  for, — 

A.  Our    Federal    Government   is    already    becoming 
top-heavy;  for, — 

1.  It  attempts  to  dominate  every  phase  of  our 
national  life. 

B.  The  Federal  Government  responds  quickly  to  the 
interests  of  the  moneyed  class;  for, — 

1.  This  class  can  bring  tremendous  pressure 
to  bear  upon  Congress  and  Federal  offi- 
cials; for, — 

a.  It  can  maintain  expensive  lobbies. 

b.  It  gives  vast  contributions  to  national 
campaign  funds. 

2.  The  Federal  Government  is  more  dependent 
upon  the  capitalistic  interests;  for, — 

a.  Its    sources    of    revenue    come  from 

taxes  that  are  assessed  largely  upon 

the   rich,   even  though  they  be  later 
shifted  to  the  poor. 


BRIEFS  8S 

C.  Wall  Street  even  now  influences  to  a  great  extent 
the  activities  of  the  United  States  Treasury. 

III.  Further   centralization   would  be   a  national  menace; 
for, — 

A.  It  would  deprive  the  people  of  much  of  their 
local  government. 

B.  It  would   create   bitterness    and    strife   between 
State  and  National  officials. 

C.  It  would  render  popular  control  of  many  mat- 
ters well-nigh  impossible;  for, — 

1.  The  Federal  Government  is  too  far  removed 
from  the  people  to  be  responsive  to  local 
desires. 

2.  There  would  be  no  way  of  expressing  pop- 
ular approval  or  disapproval,  except  by  the 
tedious  and  clumsy  method  of  Congressional 
election. 

IV.  There  is  no  need  of   further  Federal  centralization; 
for, — 

A.  The  Federal  Government  is  not  suffering  from 
want  of  sufficient  power;  for, — 

1.  It  is  capable  of  administering  its  laws  at 
home. 

2.  Its  power  is  acknowledged  and  respected 
abroad. 

B.  The  State  governments  are  able  to  cope  with  all 
present  problems;  for, — 

1.  They  are  constantly  revising  their  laws  to 
meet  changing  conditions. 

2.  They  are  close  to  the  people  and  hence  re- 
sponsive to  the  popular  will. 

3.  State  laws  are  rightly  enforced. 


84         THE  HIGH  SCHOOL  DEBATE  BOOK 


GENERAL  REFERENCES 

BOOKS,   PAMPHLETS,   AND  DOCUMENTS 

Bryce,  James.  (The)  American  Commonwealth,  Vol.  I,  pp. 
312-58.     Macmillan,  New  York,  Ed.  3,  1905. 

GooDKow,  Frank  J.  Politics  and  administration,  pp.  255-63. 
Macmillan,  New  York,  1900. 

Pierce,  Franklik.  Federal  usurpation.  Appleton,  New  York, 
1908. 

Stimson-,  F.  J.  (The)  law  of  the  federal  and  state  constitutions 
of  the  United  States,  pp.  218-59.     Boston  Book  Co.,  1908. 

Thatcher,  O.  J.,  Ed.  (The)  idea  of  state  sovereignty  (in  his 
ideas  that  have  influenced  civilization),  Vol.  8,  pp.  96-108.  Rob- 
erts-Manchester Publishing  Co.,  Boston,  1902. 

WiLSOK,  Woodrow.  The  State,  pp.  475-497;  350-59.  Heath, 
Boston,  1897. 


MAGAZINES 

Atlan.  96:  525-35.  O.  '05.  Our  changing  constitution.  Alfred 
Pearce. 

Forum,  38:  435-54.  Ap.  '07.  American  politics.  Henry  Litch- 
field West. 

Forum,  42:  391-99.  N.  '09.  Shall  the  constitution  be  amended? 
Henry  Litchfield  West. 

Ind.  63:  655-56.  S.  J9,  '07.  Conflicts  of  federal  and  state  au- 
thority.   President  Edmund  J.  James. 

Nation,  85:  318-19.     O.  10,  '07.     The  new  states'  rights  issue. 

Nation,  86:  580-81.  Je.  '08.  Federal  usurpation.  Franklin 
Pierce. 

No.  Am.  183:  1239-50.  D.  '06.  The  United  States  can  enforce 
its  law.     Anti-federalist. 

Scrih.  M.  33:  280-81.  Mar.  '03.  The  supreme  court  of  the 
United  States.     David  J.  Brewer. 

World's  Work,  16:  10409-10.  Jl.  '08.  Mr.  Roosevelt  on  state 
rights. 


BRIEFS  85 


AFFIRMATIVE  REFERENCES 

Ann.  Am.  Acad.  32:  212-17.  Jl.  '08.  Development  of  the  fed- 
eral government.     Theodore  E.  Burton. 

Ann.  Am.  Acad.  32:  235-39.  Jl.  '08.  Corporation  regulation  by 
state  and  nation.     Henry  M.  Hoyt. 

Forum,  38:  435-54.     Ap.  '07.     American  politics.     H.  L.  West. 

Ind.  62:  1365-67.     Je.  6,  '07.     Mare's  nest. 

Ind.  63:  171-72.     Jl.  18,  '07.     Infelicities  of  government. 

Nation,  82:  131-32.     F.  15,  '06.     New  fields  for  federal  power. 

Nation,  85:  508.     D.  5,  '07.     Injunction-proof  laws. 

No.  Am.  133:  338-52.  O.  '81.  The  state  and  the  nation. 
George  F.  Edmunds. 

No.  Am.  185:  147-76.  My.  '07.  National  tendencies  and  the 
constitution.     William  V.  Rowe. 

Outlook,  54:  719-20.  O.  24,  '96.  Federal  authority  and  state 
rights. 

Outlook,  84:  948-49.  D.  22,  '06.  Secretary  Root  and  states' 
rights. 

Outlook,  86:  705-6.  Aug.  3,  '07.  North  Carolina  and  states' 
rights. 

Outlook,  87:  20-36.  S.  7,  '07.  The  constitution  and  the  corpora- 
tions.    Charles  F.  Amidon. 

Outlook,  87:  833-35.     D.  21,  '07.     A  lawless  legislature. 

Outlook,  88:  801-03.     Ap.  11,  '08.     The  limitations  of  the  states. 

Outlook,  96:  617-21.  N.  19,  '10.  Election  and  progressive  prin- 
ciples.    L.  Abbott. 

Outlook,  97:  57-9.  Ja.  14,  '11.  Nationalism  and  progress.  T. 
Roosevelt. 

Outlook,  97:  96-101.  Ja.  21,  '11.  Nationalism  and  progress.  T. 
Roosevelt. 

Outlook,  97:  145-48.  Ja.  28,  '11.  Nationalism  and  progress.  T. 
Roosevelt. 

Outlook,  97:  253-56.  F.  4,  '11.  Nationalism  and  progress.  T. 
Roosevelt. 

Outlook,  97:  304-6.  F.  11,  '11.  Nationalism  and  progress.  T. 
Roosevelt. 


86  THE  HIGH  SCHOOL  DEBATE  BOOK 

Outlook,  97:  383-85.  F.  25,  '11.  Nationalism  and  progress.  T. 
Roosevelt. 

Outlook,  97:  488-92.  Mar.  4,  '11.  Nationalism  and  the  judi- 
ciary.    T.  Roosevelt. 

Outlook,  97:  532-36.  Mar.  11,  '11.  Nationalism  and  progress. 
T.  Roosevelt. 

Outlook,  97:  574-77.  Mar.  18,  '11.  Nationalism  and  progress. 
T.  Roosevelt. 

Outlook,  97:  622-25.  Mar.  25,  '11.  Nationalism  and  progress. 
T.  Roosevelt. 


NEGATIVE  REFERENCES 

Ann.  Am.  Acad.  32:  185-211.  Jl.  '08.  Federal  usurpations. 
John  Sharp  Williams. 

Ann.  Am.  Acad.  32:  225-34.  Jl.  '08.  Railway  regulation  in 
Texas.     James  L.  Slayden. 

Arena,  38:  314-17.  S.  '07.  The  industrial  autocracy  and  cen- 
tralized government. 

Arena,  41:  269-74.  Mar.  '09.  Harmonizing  our  dual  govern- 
ment.    J.  W.  Bennett. 

Harper,  85:  240-50.  Jl.  '92.  The  growth  of  the  federal  power. 
Henry  Loomis  Nelson. 

Harp.  W.  51:  4-5.     Ja.  5,  '07. 

Ind.  64:  1066-69.  My.  14,  '08.  The  Political  situation.  John 
A.  Johnson. 

Ind.  66:  207-9.     Ja.  28,  '09.     Centralization  in  state  affairs. 

Nation,  45:  453-54.     D.  8,  '87.     State  rights. 

Nation,  83:  526.     D.  20,  '06.     How  to  magnify  the  states. 

Nation,  88:  383.     Ap.  15,  '09.     Jefferson  on  centralization. 

Nation,  89:  326.  O.  7,  '09.  Democratic  self-government.  Wil- 
liam P.  M  album. 

No.  Am.  132:  407-26.  My.  '81.  Centralization  in  the  federal 
government.     David  Dudley  Field. 

No.  Am.  183:  1321-26.     Autocracy  or  democracy. 

No.  Am.  184:  101-3.     Ja.  '07.     A  blow  at  personal  freedom. 

No.  Am.  184:  742-54.  Ap.  '05.  Jackson  and  Roosevelt  —  a 
parallel.    George  Harvey. 


BRIEFS  87 

No.  Am.  187:  684-701.  My.  '08.  The  state  and  the  federal  gov- 
ernment.    Woodrow  Wilson. 

No.  Am.  186:  34-40.  S.  '07.  .  The  powers  of  the  states  in  the 
union  and  the  necessity  of  preserving  and  exerting  them.  John  T. 
Morgan. 

No.  Am.  188:  321-35.  S.  '08.  The  constitution  and  the  new 
federalism.     Henry  Wade  Rogers. 

No.  Am.  190:  515-23.  O.  '09.  States  with  ideas  of  their  own. 
Philip  Loring  Allen. 

World's  Work,  12:  7590-91.  Je.  '06.  Decline  of  state  govern- 
ments. 


GOVERNMENT  OWNERSHIP  OF  RAILWAYS 

Resolved,  That  the  railroads  of  the  United  States  should 
be  owned  by  the  Federal  Government. 

BRIEF 

INTRODUCTION 

I.  The  railroads  contribute  a  peculiar  and  important  part 
to  present  social  and  economic  life.  Thousands  of 
lives  are  annually  dependent  upon  their  careful 
operation,  while  their  charges  regulate  to  a  consider- 
able degree  the  prices  paid  for  the  luxuries  and 
necessities  of  life.  In  fact,  the  railroad  touches  al- 
most every  phase  of  present-day  existence,  both  as  a 
nation  and  as  individuals. 
II.  It  is  seen,  then,  that  the  question  of  proper  manage- 
ment and  ownership  of  railroads  is  one  of  vast  im- 
portance. 
III.  There  are  three  means  by  which  railroads  may  be 
owned : 

A.  There  can  be  private  ownership. 

B.  There  can  be  State  ownership. 

C.  There  can  be  Federal  ownership. 

IV.  The  question  under  discussion  is,  which  of  these  meth- 
ods is  most  desirable  for  the  United  States. 


88 


BRIEFS 


AFFIRMATIVE 


Federal    ownership    would    remedy   the    evils    of    the 
present  system;  for, — 

A.  The    Federal   Government  would  eliminate   dis- 
criminating rates;  for, — 

1.  It  is  contrary  to  the  policy  of  the  Federal 
Government  to  give  special  privileges  to  any 
class. 

a.  The  post-office  department  offers   no 
special  rates  to  given  classes. 

2.  The  Federal  Government  would  have  no  ob- 
ject in  granting  rebates;  for, — 

a.  All  danger  of  cut-throat  competition 
would  be  past. 

3.  The  Federal  Government  has  no  private  in- 
terest to  promote.  Its  object  is  to  serve 
all  the  people  equally  and  justly. 

B.  Present  excessive  rates  and  fares  would  be  low- 
ered; for, — 

1.  The   government  would  not  own  the   rail- 
roads merely  to  make  money. 
2o  The  large  salaries  now  paid  to  hundreds 
of  presidents,  vice-presidents,  and  the  like, 
would  be  eliminated;   for, — 

a.  There  would  be  no  need  of  so  many 
different  high-salaried  heads;  for, — 

(1)  Many  of  the  offices  could 
be  advantageously  combined. 

(2)  High  salaries  of  many  offi- 
cers are  now  merely  a  means 
of  hiding  monopoly  profits. 


90         THE  HIGH  SCHOOL  DEBATE  BOOK 

C.  The  present  economic  wastes  could  be  eliminated; 
for, — 

1.  All  competition  would  be  stopped;  for, — 

a.  The   government  would  have  no  ob- 
ject in  maintaining  competitive  lines. 

2.  Parallel  lines  would  be   done   away  with; 
for, — 

a.  The      government      could      maintain 
single  lines  more  efficiently  and  more 
economically     than     it     could     three 
parallel  lines. 
II.  Government  ownership  is  the  proper  solution;  for, — 

A.  Private  ownership  has  proved  itself  inadequate, 
for, — 

1.  The  tendency  to  monopolistic   control   has 
worked  various  evils;  for, — 
f  •  A,4>>  Rates  have  been  raised. 

i^'^^r^^^nb.  iFares  have  been  raised. 

c.  Service  has  not  been  improved  pro- 
portionately. 

d.  Discrimination  has  been  practised. 

e.  Excessive   profits  have  been  realized 
at  the  expense  of  the  general  public. 

f.  Disastrous   speculation   has  been   en- 
couraged. 

g.  Political    corruption    has    been    aug- 
mented. 

B.  State  ownership  is  impractical;  for, — 

1.  State    control    of    inter-state    commerce    is 
constitutionally   prohibited. 

2.  The  individual  states  could  devise  no  feasi- 
ble   means    of    proportional    charges    and 


BRIEFS  91 

profits  on  shipments  passing  through  their 
confines. 
S.  The  State's  power  does  not  extend  beyond 
its  own  borders. 

C.  The  Federal  Government  would  have  the  power 
to  control  the  railroads;  for, — 

1.  It  is  the  business  of  Congress  to  control  and 
regulate  inter-state  commerce. 

D.  Federal  control  would  give  better  and  more  effi- 
cient service;   for, — 

1.  All  the  time  of  officials  would  be  spent  in 
trying  to  better  the  service;  for, — 

a.  There  would  be  no  attempt  to  reap 
exorbitant  profits. 

b.  They  would  not  have  to  continually 
guard  against  competitors. 

2.  Lines    would    be    built   to    places    needing 
them;  for, — 

a.  The    government    would    have    only 
the   best   interests    of   the   people   at 
heart. 
III.  Federal  ownership  is  practical;  for, — 

A.  Foreign  countries  have  proved  that  governments 
can  successfully  own  and  operate  railway  sys- 
tems; for, — 

1.  England  has  bettered  its  railway  service  by 
government   ownership. 

2.  Germany  has  reduced  its  rates  by  govern- 
ment ownership. 

8.  France  gives  lower  fares  under  government 

service. 
4.  New  Zealand  realizes  large  profits  from  its 


92         THE  HIGH  SCHOOL  DEBATE  BOOK 

railway  operations  in  addition  to  furnishing 
excellent  service  and  giving  low  rates. 

B.  The  Federal  Government  has  shown  its  capabil- 
ity to  conduct  work  of  a  similar  and  equally 
important  nature;   for^ — 

1.  It  conducts  a  national  system  of  finance. 

2.  It  owns  and  operates  arsenals  and  fac- 
tories that  manufacture  ammunitions  to 
provide  for  the  national  defence. 

C.  The  argument  that  government  ownership  is  not 
practical  because  the  government  has  not  suffi- 
cient money  to  purchase  the  roads,  is  not  valid; 
for, — 

1.  The  lines  could  be  secured  gradually;  the 
trunk  lines  first,  and  the  smaller  branches 
bought  with  the  profits  realized  from  oper- 
ating the  trunk  lines. 

D.  The  argument  that  government  ownership  is 
not  practical  because  such  ownership  would  re- 
sult in  waste  and  extravagance,  is  not  valid; 
for, — 

1.  Great  publicity  could  be  given  to  the  man- 
agement of  affairs. 

2.  Civil  service  would  secure  the  most  compe- 
tent and  careful  employees. 

3.  Extravagance  or  negligence  would  be  cause 
for  dismissal  from  service. 

E.  The  argument  that  government  ownership  is  not 
practical,  because  such  a  plan  is  socialistic  in 
its  nature  and  contrary  to  the  spirit  of  American 
institutions  is  not  valid;   for, — 

1.  It  is  the  duty  of  every  government  to  see 


BRIEFS  93 

to  it  that  public  service  corporations  are 
operated  in  the  interest  of  the  public,  and 
not   as   money-making   schemes. 

2.  The  American  people  have  time  and  time 
again  advocated  the  eliminating  of  all 
kinds  of  monopolistic  agreements,  such  as 
railroad  pools,  rebates,  etc. 

3.  The  sentiment  in  favor  of  government 
ownership  is  constantly  increasing. 


NEGATIVE 

I.  Government  ownership  would  be  an  unwarranted  in- 
fringement of  private  enterprise;  for, — 

A.  It  would  take  from  the  hands  of  private  parties 
the  greatest  and  most  complex  undertaking  of 
modern  times. 

B.  It  would  take  millions  upon  millions  of  private 
capital  out  of  remunerative  investment,  and 
force  it  to  seek  other  channels  of  trade. 

C.  It  would  be  compelling  private  parties   to  give 

up  a  business  which  they  have  spent  years  and 
fortunes  in  making,  and  which  rightfully  be- 
longs to  them. 

D.  It  would  demoralize  other  private  enterprises; 
for, — 

1.  The   throwing   of    such    gigantic    sums    of 
money  into  the  industrial  field  would  upset 
our  whole  industrial  system. 
II.  Government  ownership  would  be  unwise  from  a  busi- 
ness  standpoint;   for, — 
A.  It  would  result  in  extravagance;  for, — 


94  THE  HIGH  SCHOOL  DEBATE  BOOK 

1.  Government  employees  are  notoriously  care- 
less and  wasteful  in  their  use  of  materials. 

a.  It  costs  the  government  about  four 
times  as  much  to  conduct  the  post- 
office  department  as  it  would  cost  to 
conduct  the  work  under  private 
ownership  and  management. 

2.  Government  employees  have  no  incentive  to 
be  careful;   for, — 

a.  Their  promotions  come  through,  a 
stereotyped  process  of  civil  service, 
in  which  efficiency  and  carefulness 
are  but  minimum  factors. 

B.  The    government    could    not    secure    competent 
management  for  the  roads;  for, — 

1.  The  great  captains  of  industry  who  now 
operate  the  roads  would  never  consent  to 
become  mere  government  employees;  for, — 

a.  They  would  seek  fields  that  would 
give  play  to  their  individual  initiative. 

2.  Congress  would  be  continually  dictating 
the  way  in  which  the  railroads  should  be 
managed. 

C.  The  undertaking  is  too  vast;  for, — 

1.  If  Congress  met  in  daily  session,  it  could 
not  legislate  sufficiently;  for, — 

a.  There  would  be  literally  thousands 
of  acts  to  be  passed  every  day  rela- 
tive to  the  railroads. 

2.  It  would  necessitate  as  large  a  govern- 
mental force  to  conduct  the  railroad  busi- 


BRIEFS  95 

ness  alone,  as  is  now  required  to  conduct 
affairs   for  the  whole  nation. 

III.  Government  ownership  would  be  unwise  from  a  finan- 
cial standpoint;  for, — 

A.  The  government  could  never  get  money  enough 
to  pay  for  the  roads;  for, — 

1.  It  would  take  billions  of  dollars. 

B.  The  attempt  to  purchase  the  roads  would  play 
havoc  with  the  money  markets;  for, — 

1.  There  would  have  to  be  a  general  read- 
justment of  all  investments. 

C.  The  slightest  mismanagement  would  result  in 
loss  to  the  government.  To-day  such  loss  falls 
on  private  owners. 

IV.  Government  ownership  would  be  unwise  from  a  po- 
litical standpoint;  for, — 

A.  Government  ownership  would  necessarily  impose 
enormous  burdens  upon  Congress,  which  would 
materially  detract  from  congressional  service  in 
other  branches   of  government;   for, — 

1.  It  would  be  a  physical  impossibility  for 
Congress  to  keep  adequately  informed  in 
regard  to  so  many  activities. 

B.  Congress  would  make  the  railroads  an  object  of 
political  patronage;  for, — 

1.  Tremendous  pressure  could  be  brought  to 
bear  on  congressmen  from  all  over  the 
country  compelling  them  to  secure  jobs  for 
their  constituents. 

C.  Political  parties  would  make  questions  of  rail- 
way management  party  issues,  and  thus  inevitably 


96         THE  HIGH  SCHOOL  DEBATE  BOOK 

drag  the  railroads  themselves  into  the  political 
arena,  just  as  the  Second  United  States  Bank 
was   dragged  into  politics. 
V.  The  argument  that  American  railroads  charge  higher 
rates  than  do  foreign  roads  is  not  valid;  for, — 
A.  American   service   is    superior   in    every   way   to 
foreign  service;  for, — 

1.  Trains  run  at  greater  speed. 

2.  Greater  number  of  trains  are  maintained. 

3.  Trains  run  with  greater  regularity. 

4.  American  equipment  is  more  expensive. 

5.  American    railroad    men    are    paid    higher 


GENERAL  REFERENCES 

BOOKS,   PAMPHLETS,   AND  DOCUMENTS 

Edwards,  Clement.  Railway  nationalization  (Social  questions  of 
to-day).    Methuen,  London,  1898. 

Haines,  H.  S.  Restrictive  railway  legislation.  Wiley,  New 
York,  1905. 

Hole,  James.  National  railways,  an  argument  for  state  pur- 
chase.    Cassell,  London,  1895. 

Meyer,  B.  H.  Railway  legislation  in  the  United  States  (The 
citizens'  library  of  economics,  politics  and  sociology).  Macmillan, 
New  York,  1903. 

Prentice,  E.  P.  Federal  power  over  carriers  and  corporations. 
Macmillan,  New  York,  1907. 

Ripley,  "W.  Z.     Railway  problems.     Ginn,  Boston,  1907. 

MAGAZINES 

Ann.  Am.  Acad.  19:  61-73.  Ja.  '02.  Government  ownership 
of  railroads.     Martin  A.  Knapp. 

Ann.  Am.  Acad.  33:  138-56.  Jl.  '08.  Five  years  of  railroad 
rate-regulation  by  the  states.    G.  G.  Huebner. 


BRIEFS  97 

Arena,  33:  533-26.    My.  '05.    Common  sense  and  the  railway 
question. 

Arena,  34:  533-34.     N.  '05.     Concrete  illustrations  of  how  the 
private-car  monopoly  robs  the  producers  and  consumers. 

Arena,  36:   103-5.     Jl.   '06.     Government   regulation   of  railway 
rates.    E.  P.  Irwin. 

Arena,  36:  622-Q6.    D.  '06.     Is  railroad  rate-regulation  a  step  to 
government  ownership?     E.  F.  Gruhl  and  E.  E.  Robinson. 

Chaut.  43:  199-200.     My.  '06.     Paternalism  and  state  ownership 
in  Japan. 

Everybody's,  14:  469-83.    Ap.  '06.    Soldiers  of  the  common  good. 
C.  E.  Russell. 

"Everybody's,  16:  15-33.    Ja.  '07.     Soldiers  of  the  common  good. 
C.  E.  Russell. 

Harp.  W.  49:  730,  731.     My.  30,  '05.     Effect  of  government  rate- 
making  upon  internal  commerce.     A.  J.  Earling. 

Harp.  W.  50:  544.     Ap.  31,  '06.     State  ownership  of  railways. 

Ind.  60:  786-88.     Ap.  5,  '06.     State  management  of  railways  in 
Italy.    G.  V.  del  Ferro. 

Ind.  60:  810-11.     Ap.  5,  '06.     Natural  monopolies  not  for  rail- 
road companies. 

Nation,  83:  507.     Je.  31,  '06.     State  operated  railroads.     E.  H. 
Vickers. 

No.  Am.  113:  31-61.     Ja.  '71.     The  government  and  railroad  cor- 
porations.    Charles  F.  Adams,  Jr. 

Outlook,    79:    368-70.     D.    17,    '04.     Government    regulation    of 
railroads. 

Outlook,  83:  818.     Ap.  14,  '06.     Government  ownership  of  rail- 
ways in  Japan. 

Outlook,  89:  550-51.    Jl.  11,  '08.     Government's  purchase  of  the 
western  railway. 

Pop.   Sci.   351:   811-19.     O.    '97.     A    decade  in    federal   railway 
regulation.     H.  T.   Newcomb. 

E.  of  Rs.  31 :  483-87.     Ap.  '05.     Proposed  state  control  of  Italian 
railways. 

jR.  of  Rs.  34:  346-47.     S.  '06.     Effective  railway  rate  regulation 
in  Texas.    E.  Huston. 

U.  S.  Indust.  Com.  4,  Pt.  1:  133-31.     Government  ownership  of 
railways  and  telegraphs. 
7 


98         THE  HIGH  SCHOOL  DEBATE  BOOK 

U.  8.  Indust.  Com.  9:  intro.  193-203.  Government  ownership  of 
public  utilities,  especially  railroads. 

World's  Work,  10:  6723-30.  O.  '05,  Railroads  and  the  square 
deal.     R.  Thomas. 


AFFIRMATIVE  REFERENCES 

Ann.  Am.  Acad.  29:  310-22.  Mar.  '07.  Prussian  railway  ad^ 
ministration.     E.  S.  Bradford. 

Arena,  7:  209-12.  Ja.  '93.  Nationalization  of  railroads.  Sol- 
omon Schindler. 

Arena,  29:  91-2.  Ja.  '03.  Extension  of  public  ownership  of 
railways.     B.  O.  Flower. 

Arena,  35:  86-7.  Ja.  '06.  Australia,  government  ownership  and 
profits. 

Arena,  36:  653-i56.  D.  '06.  Public  ownership  of  natural  monop- 
olies. 

Arena,  37:  113-20.  F.  '07.  Railway  experience  of  Germany. 
F.  Parsons. 

Arena,  37:  309-10.  Mar.  '07.  Mexico  acquires  full  control  of 
her  railways. 

Arena,  38:  113-17.  Aug.  '07.  Government-owned  railways  of 
New  Zealand.     A.  A.  Brown. 

Arena,  39:  630-31.  My.  '08.  Government-owned  railroads  in 
Switzerland. 

Arena,  40:  156-63.  S.  '08.  Railway  nationalization  in  France. 
C.  S.  Vrooman. 

Arena,  40:  358-60.  D.  '08.  New  Zealand's  master  concern,  the 
happiness  and  prosperity  of  the  people. 

Aren^i,  41:  20-9.  Ja.  '09.  Highly  efficient  state  railway  admin- 
istration.    C.  S.  Vrooman. 

Arena,  41:  160-70.  F.  '09.  Railway  nationalization  not  confis- 
catory.    C.  S.  Vrooman. 

Ind.  64:  932-33.  Ap.  23,  '08.  Government  railways  in  Switzer- 
land. 

Outlook,  82:  286-87.     F.  '10.     German  state-owned  railways. 

Outlook,  82:  391-92.  F.  24,  '06.  Ownership  of  natural  products 
and  railways  not  socialism. 

R.  of  Bs.  33:  353-54.     Mar.  '06.     German  state-owned  railways. 


BRIEFS  99 


NEGATIVE  REFERENCES 

Ann.  Am.  Acad.  26:  629-41.  N.  '05.  Limitations  upon  national 
regulations  of  railroads.     O.  E.  Butterfield. 

Ann.  Am.  Acad.  29:  342-51.  Mar.  '07.  Argument  against  gov- 
ernment railroads  in  the  United  States.     W.  A.  Robertson. 

Ann.  Am.  Acad.  32:  120-24.  Jl.  '08.  Trend  of  governmental 
regulation  of  railroads.     E.  R.  Johnson. 

Arena,  34:  79-82.  Jl.  '05.  Andrew  D.  White's  special  plea  for 
private  ownership. 

Harp.  W.  49:  1512-13.  O.  21,  '05.  How  does  government  regu- 
lation of  railway  rates  work? 

/.  Pol.  Econ.  14:  362-69.  Je.  '06.  Disastrous  results  in  Italy, 
of  state  railway  building.     H.  R.  Meyer. 

/.  Pol.  Econ.  14:  450-53  Jl.  '06.  Breakdown  of  state  railway 
building  in  France.     H.  R.  Meyer. 

No.  Am.  180:  410-29.  Mar.  '05.  Danger  of  governmental  rate- 
making.     D.  Wilcox. 

No.  Am.  180:  576-85.  Ap.  ^05.  Common  sense  and  the  railroad 
question.     F.  G.  Newlands. 

No.  Am.  181:  873-85.  D.  '05.  Difficulties  of  government  rate- 
making.     A.  S.  BoUes. 

Pol.  Sci.  Q.  15:  37-49.  Mar.  '00.  The  principles  of  government 
regulation  of  railroads.     E.  R.  Johnson. 

B.  of  Bs.  36:  747-48.     D.  '07.     Railroad  control  in  Mexico. 


T  .V 


IMMIGRATION,  FURTHER  RESTRICTION  OF 

Resolved,  That  our  present  immigration  laws  should  be 
so  amended  as  to  provide  for  a  further  material  restriction 
of  immigration. 

BRIEF 

INTRODUCTION 

I.  The  immigration  problem  has  always  been  a  most  vital 
one  to  the  American  people. 

II.  The  United  States  has  been  peopled   and  developed 
largely  by  immigrants. 

III.  There  have  been  notable  changes  in  the  character  of 
the  immigration  since  the  United  States  first  became 
a  nation.  English  immigration  was  largely  super- 
seded by  Irish  and  German.  The  Irish  and  German 
were  in  turn  superseded  by  Scandinavians,  Danes,  etc. 
Then  came  the  Italians  and  other  nations  of  southern 
Europe.  At  present,  large  numbers  of  Russian  Jews, 
Lithuanians,  Asiatics,  etc.,  are  coming  into  American 
ports. 

IV.  Many  measures  are  proposed  from  time  to  time,  look- 
ing toward  a  greater  restriction  of  immigration. 
V.  The  question  at  issue  is  whether  or  not  the  present 
laws    adequately   discriminate   between   desirable   and 
undesirable  immigrants. 


100 


BRIEFS  101 


AFFIRMATIVE 

I.  The  present  laws  are  inadequate;  for, — 

A.  They  admit  many  ignorant  persons;  for, — 

1.  There  is  no  illiteracy  test  of  any  kind. 

B.  They  do  not  provide  proper  inspection;  for,- 

1.  Steamship  companies  are  able  to  land  large 
numbers  of  criminally  inclined  and  poverty- 
stricken  people. 

2.  They  also  land  many  paupers  and  other 
dependents. 

C.  They  do  not  make  a  distinction  in  races ;  for, — 

1.  With    the    exception    of    the    Chinese    and 
the  Japanese,  any  race  is  freely  admitted. 
II.  Much  of  the  present  immigration  is  undesirable  from 
the  standpoint  of  the  American  vrorkmen;  for, — 

A.  Immigrants  from  southern  Europe,  Russia,  and 
Asiatic  countries  constantly  tend  to  break  down 
the  standard  of  living  of  the  American  labor; 
for, — 

1.  The  immigrant  works  longer  hours. 

2.  The  immigrant  works  for  less  money. 

3.  The  immigrant  has  no  home  life  worth 
while. 

B.  Immigrants  flock  into  sweat-shops. 

C.  Immigrants  easily  become  the  prey  of  large 
trusts.  Through  the  use  of  immigrants,  capi- 
talists are  able  to  exploit  the  whole  labor  market. 

III.  Much  of  the  present-day  immigration  is  undesirable 
from  the  standpoint  of  public  safety;  for, — 
A.  Immigrants  with  wholly  un-American  ideals  of 
government  are  admitted. 


102        TKE  HIGH  SCHOOL  DEBATE  BOOK 

B.  Immigrants  easily  become  the  victims  of  conspir- 
ing politicians;  for, — 

1.  Many    immigrants    do    not   know   the    first 
principles  of  the  duties  of  citizenship. 
'^  2.  Many    immigrants    will    gladly    sell    their 

votes  for  a  glass  of  liquor. 

C.  Immigrants  flock  to  the  slums  of  the  cities, 
creating  breeding-places  of  disease  and  vice  that 
become  national  menaces. 

IV.  Immigration  in  large  numbers  is  no  longer  needed; 
for, — 
A.  There  is   no   demand   for   more  laborers   in  the 
^"-''  United  States. 

.bifjJiiiiig    rpjjg  supply  of  public  lands  is  fast  becoming  ex- 
,f,n-  ,    ,.       hausted.     Greater  intervals  will  follow  the  open- 
ing of  every  new  reserve. 

C.  There  are  plenty  of  men  for  military  service. 

D.  Additional  races  are  not  needed  for  the  purpose 
of  amalgamation. 

E.  What  is  needed  is  efficiency  rather  than  num- 
bers; a  few  strong  races  rather  than  many  in- 
ferior ones;  in  a  word,  quality,  not  quantity. 

NEGATIVE 

I.  The  present  laws  restricting  immigration  are  adequate 
to  meet  the  needs   of  the  country  for  some  time  to 
come ;   for, — 
A.  They  provide   for  the   exclusion  of  such  unde- 
sirables as  polygamists,  anarchists,  criminals,  de- 
pendents,   and    those    afflicted    with    loathsome, 
dangerous,  and  contagious  diseases. 


BRIEFS  103 

II.  A  further  material  restriction  of  immigration  would 

prove  unwise  from  the  standpoint  of  American  labor; 

for, — 

A    Such  restrictions  would  compel  many  American 

laborers  to  remain  as  cheap  and  unskilled  help; 

for, — 

1.  Restriction   would  shut   off  the   supply   of 
unskilled  labor  from  foreign  countries. 
III.  A  further  material  restriction  of  immigration  would 
prove  unwise  from  the  standpoint  of  American  capi- 
tal;  for, — 
A.  It  would  cripple  many  large  commercial  under- 
takings; for, — 

1.  The    supply   of   available   labor   would   be 
diminished. 

2.  Wages  would  rise  abnormally,  with  a  re- 
sultant increase  in  cost  of  production. 

IV.  A  further  material  restriction  of  immigration  would 
prove  unwise  from  the  standpoint  of  the  American 
public;  for, —  * 

A.  Prices  would  be  raised;  for, — 

1.  The  increased  cost  of  production  would  re- 
sult in  higher  prices. 
V.  Further  restriction  is  not  needed;  for, — 

A.  The  standard  of  living  of  the  American  laborer 
is  not  deteriorating;  for, — 

1.  There  is  always  a  demand  for  the  efficient 
laborer. 

2.  The  evils  of  the  slum  districts   are  being 
rapidly  decreased. 

3.  Political    corruption    is    not   due    to    immi- 
grants, but  dishonest  Americans. 


104,       THE  HIGH  SCHOOL  DEBATE  BOOK 

VI.  Further   restriction   would   be   contrary   to   American 
principles  and  experiences;  for, — 

A.  We  believe  in  giving  an  opportunity  to  every 
well-meaning  person. 

B.  Many  of  the  best  citizens  and  wisest  statesmen 
that  America  has  ever  known,  have  come  to  this 
country  as  immigrants. 

C.  Immigration  is  the  thing  that  has  made  the  nation 
strong  and  powerful. 


GE^^ERAL  REFERENCES 

BOOKS,   PAMPHLETS,   AND  DOCUMENTS 

Brandenburg,  Broughtok.  Imported  Americans.  F.  A.  Stokes 
Co.,  New  York,  1904. 

CoMMOKS,  J.  R.  Races  and  immigrants  in  America.  Macmil- 
lan.  New  York,  1908. 

Edwards,  R.  H.,  Ed.  Immigration  (Studies  in  American  social 
conditions.  No.  3),  pp.  16-32.  R.  H.  Edwards,  237  Langdon  St., 
Madison,  Wis.,  1909. 

Grose,  H.  B.  Aliens  or  Americans.  Eaton  Mains  Pub.  Co., 
New  York,  1906. 

Hall,  P.  F.  Immigration  and  its  effect  on  the  United  States 
(American  public  problems).     Holt,  New  York,  1906. 

Latane,  J.  H.  America  as  a  world-power,  1897-1907,  pp.  285- 
302  (being  Vol.  25  of  Hart,  A.  B.,  American  Nation),  Harper, 
New  York,  1907. 

Immigration  Restriction  League  (The),  101  Tremont  Tem- 
ple, Boston,  Mass.,  issues  pamphlets  and  tracts  advocating  more 
stringent  immigration  laws. 

Matthews,  Brander.  (The)  American  of  the  future,  pp.  3-32. 
Scribner,  New  York,  1909. 

National  Liberal  Immigration  League  (The),  150  Nassau  St., 
New  York  City,  issues  pamphlets  and  tracts  favoring  a  liberal  im- 
migration policy. 


BRIEFS  105 

Seward,  G.  F.  Chinese  immigration  in  its  social  and  economical 
aspects.     Scribner,  New  York,  1881. 

Smith,  R.  M.  Emigration  and  Immigration.  Scribner,  New 
York,  1908. 

Steiner,  Edward  Alfred.  The  immigrant  tide,  its  ebb  and  flow. 
F.  H.  Revell  Co.,  New  York,  1909. 

Warne,  F.  J.  (The)  Slav  invasion  and  the  mine  workers;  a 
study  in  immigration.    Lippincott,  Philadelphia,  1904. 

Whelpley,  J.  D.  (The)  problem  of  the  immigrant.  Chapman, 
London,  1905. 

MAGAZINES 

Ann.  Am.  Acad.  24i:  161-65.  Jl.  '04.  Diffusion  of  immigration. 
E.  Norton. 

Cent.  65:  674-82.  Mar.  '03.  In  the  gateway  of  nations,  J.  A. 
Riis. 

Char.  12:  127-28.  F.  6,  '04.  Backwater  of  immigration.  A.  P. 
Kellogg. 

Ind.  55:  1771.  Jl.  30,  '03.  Immigration  for  the  fiscal  year. 
1902-1903. 

Ind.  59:  1413-14.     D.  14,  '05.     All  about  immigration. 

Ind.  63:  1290-97.  N.  28,  '07.  New  aspects  of  American  immi- 
gration.    H.  F.  Sherwood. 

Nation,  73:  87-9.     Aug.  1,  '01.     Slavaks  at  home. 

Nation,  88 :  94-5.     F.  25,  '09.     Cause  of  immigration. 

No.  Am.  173:  437-44.  O.  '01.  Anarchist  and  the  president.  C. 
Johnston. 

No.  Am.  178:  558-70.  Ap.  '04.  New  immigration.  O.  P. 
Austin. 

No.  Am.  182:  115-22.  Ja.  '06.  Hungarian  emigration  law.  L. 
de  Levay. 

No.  Am.  187:  106-16.  Ja.  '08.  What  America  pays  Europe 
for  immigration  labor.     C.  F.  Speare. 

No.  Am.  188:  383-94.  S.  '08.  Foreign  criminals  in  New  York. 
T.  A.  Bingham. 

Outlook,  71:  783-88.  Jl.  26,  '02.  Leaven  and  the  lump.  E.  H. 
Abbott. 

Outlook,  74:  969-71.     Aug.  22,  '03.     Making  of  Americans. 


106        THE  HIGH  SCHOOL  DEBATE  BOOK 

Outlook,  77:  681-83.  Jl.  23,  '04.  Who  shall  regulate  immigra- 
tion? 

Outlook,  91 :  656-57.    Mar.  27,  '09.     Blackmail  and  murder. 

Pop.  Sci.  65:  164-69.  Je.  '04.  Causes  of  immigration.  A.  Mc- 
Laughlin. 

Pop.  Sci.  65:  224-27.  Jl.  '04.  Immigrant,  past  and  present. 
A.  McLaughlin. 

Pop.  Sci.  65:  341-49.  Aug.  '04.  Italian  and  other  Latin  immi- 
grants.    A.  McLaughlin. 

Pop.  Sci.  65:  432-42.  S.  '04.  Hebrew,  Magyar,  and  Levantine 
immigration.     A.  McLaughlin. 

R.  of  Rs.  33:  480-81.  Ap.  '06.  Significance  of  German  emigra- 
tion for  Germany  and  for  the  United  States. 

R.  of  Rs.  36:  119-20.  Jl.  '07.  Rapid  increase  in  Polish  emigra- 
tion. 

Scrib.  M.  29:  301-11.  Mar.  '01.  Among  the  immigrants.  A. 
Henry. 

World's  Work,  4:  2644-55.  O.  '02.  Americans  in  the  raw.  E. 
Lowry. 

World's  Work,  8:  5254-59.  S.  '04.  International  control  of  im- 
migration.    J.  D.  Whelpley. 

AFFIRMATIVE  REFERENCES 

Ann.  Am.  Acad.  241 :  169-84.  Jl.  '04.  Selection  of  immigration. 
P.  F.  Hall. 

Arena,  27:  254-60.  Mar.  '02.  Argument  for  suspension.  J. 
Chetwood. 

Cent.  67:  466-69.  Ja.  '04.  EfPorts  to  restrict  undesirable  immi- 
gration.    H.  C.  Lodge. 

Cent.  67:  470-73.  Ja.  '04.  Need  of  closer  inspection  and  greater 
restriction  of  immigrants.     F.  P.  Sargent. 

Char.  12:  34-35.  F.  6,  '04.  Are  we  shouldering  Europe's  bur- 
den?    F.  H.  Ainsworth. 

Chaut.  39:  13-22.    Mar.  '04.     Social  and  industrial  problems. 

Chaut.  39:  217-25.  My.  '04.  Amalgamation  and  assimilation. 
J.  R.  Commons. 

Forum,  32:  686-94.  F.  '02.  How  to  assimilate  the  foreign  ele- 
ment of  our  population.    J.  T.  Buchanan. 


BRIEFS  107 

Ind.  53:  2850-52.     N.  28,  '01.     Annual  immigration. 

Ind.  54:  2696-98.     N.  13,  '02.     New  immigration.     A.  F.  Sanborn. 

Ind.  64:  216-17.     Ja.  23,  '08.     Alien  spirit. 

No.  Am.  175:  53-60.  Jl.  '02.  Immigration  and  the  public  health. 
T.  V.  Powderly. 

No.  Am.  179:  226-37.  Aug.  '04.  Restriction  of  immigration. 
R.  de  C.  Ward. 

No.  Am.  179:  731-40.  N.  '04.  Alien  colonies  and  the  children's 
court.     E.  K.  Coulter. 

No.  Am.  180:  856-67.  Je.  '05.  Control  of  emigration  in  Europe. 
J.  D.  Whelpley. 

Outlook,  72:  710-11.     N.  29,  '02.     Perils  increasing. 

Outlook,  81 :  956-67.     D.  23,  '05.     Americans  in  the  rough. 

Outlook,  83:  15-16.     My.  5,  '06.     Control. 

Outlook,  92:  794-97.  Jl.  31,  '09.  Black  hand  and  the  immigrant. 
R.  Watchorn. 

Po'p.  Sci.  62:  230-36.  Ja.  '03.  Americans'  distrust  of  the  immi- 
grant.    A.  J.  McLaughlin.     [Also  negative  argument.] 

Pop.  Sci.  64:  232-38.  Ja.  '04.  Immigration  and  the  public 
health.     A.  J.  McLaughlin. 

Pop.  Sci.  66:  166-75.  D.  '04.  Agricultural  distribution  of  im- 
migrants.    R.  D.  Ward. 

R.  of  Bs.  28:  50-58.  Jl.  '03.  This  year's  high-tide  of  immigra- 
tion.    S.  E.  Moffitt. 


NEGATIVE  REFERENCES 

Am.  J.  Sac.  7:  386-404.  N.  '01.  Social  assimilation.  S.  E. 
Simons. 

Ann.  Am..  Acad.  24:  153-58.  Jl.  '04.  Immigration  problem. 
F.  P.  Sargent. 

Ann.  Am.  Acad.  24:  187-205.  Jl.  '04.  Immigration  and  its  rela- 
tion to  pauperism.     K.  H.  Claghom. 

Ann.  Am.  Acad.  24:  223-36.  Jl.  '04.  Proposals  affecting  im- 
migration.    J.  J.  D.  Trenar. 

Ann.  Am.  Acad.  27:  653-75.  My.  '06.  Americanization  of  the 
immigrant.     G.  G.  Huebner. 

Arena,  32:  596-602.     D.  '04.     Immigration  bugbear.     E.  Crosby. 


108        THE  HIGH  SCHOOL  DEBATE  BOOK 

Atlan.  86:  535-48.  O.  '00.  Our  immigrants  and  ourselves.  K. 
H.  Claghorn. 

Atlan.  102:  745-59.  D.  '08.  Races  in  the  United  States.  W. 
Z.  Ripley. 

Cent.  65:  683-92.  Mar.  '03.  Coming  race  of  America.  G. 
Michand  and  F.  H.  Giddings. 

Char.  19:  453-55.  J  a.  '08.  Assimilation  and  nationality.  J. 
Lee. 

Ind.  55:  2064-66.     Aug.  27,  '03.     Blunders  about  immigration. 

19th  Cent.  56;  813-19.  N.  '04.  Japanese  emigrants.  W. 
Crewdson. 

JVo.  Am.  178:  414-24,  Mar.  '04.  Menace  to  America's  Oriental 
trade.    Wong  Kai  Kah. 

No.  Am.  188:  360-71.  S.  '08.  Common  sense  view  of  the  immi- 
gration problem.    W.  S.  Rossiter. 

Outlook,  76:  9QS-33.  Ap.  16, '04.  Solving  the  immigration  prob- 
lem.    G.  C.  Speranzo. 

Outlook,  77:  461-64.  Je.  25,  '04.  Immigration  problem.  C.  H. 
Matson. 

Outlook,  83:  891-93.  Aug.  18,  '06.  Foreign  born  Americans. 
J.  E.  Robbins. 

Outlook,  89:  247-52.  My.  30,  '08.  From  the  Lovckin  to  Guinea 
Hill.     E.  A.  Steiner. 

Outlook,  89:  587-88.     Jl.  18,  '08.     Flow  of  immigration. 

Pop.  Sci.  62:  230-36.  Ja.  '03.  The  American  distrust  of  the  im- 
migrant.    A.  J.  McLaughlin. 

Pop.  Sci.  63:  25-32.  My.  '03.  Slavic  immigration.  A.  J.  Mc- 
Laughlin. 


INCOME  TAX,  A  GRADUATED  FEDERAL 

Resolved,  That  the  Federal  Government  should  adopt  a 
graduated  income  tax;  constitutionality  granted. 

BRIEF 

INTRODUCTION 

I.  The  question  of  establishing  a  general  income  tax  is 
a  matter  of  immediate  interest  to  the  people  of  the 
United  States.  It  is  being  discussed  by  prominent 
statesmen  and  in  leading  journals. 
II.  The  fact  that  the  expenditures  of  the  government  fluc- 
tuate from  surplus  to  deficit,  and  vice  versa,  and  that 
an  income  tax  has  been  suggested  by  some  as  a  means 
of  relieving  this  situation,  has  doubtless  had  much  to 
do  with  the  present  discussion  of  the  question. 
III.  The  income  tax  is  not  a  new  plan  of  assessment.  It  is 
found  in  many  civilized  countries.  During  the  Civil 
War  the  United  States  established  such  a  tax.  Again, 
in  1894,  an  income  tax  was  adopted  by  the  Federal 
Government,  but  the  law  creating  it  was  declared  to 
be  technically  unconstitutional.  In  many  of  our 
States  at  the  present  time  income  taxes  are  before  the 
people  for  ratification. 


109 


110       THE  HIGH  SCHOOL  DEBATE  BOOK 

AFFIRMATIVE 

I.  The  United  States  needs  a  new  supplementary  tax; 
for, — 

A.  The  present  system  is  fast  growing  inadequate 
as  a  revenue  producer;  for, — 

1.  Expenditures  are  increasing  with  the  grow- 
ing complexity  of  civilization. 

2.  Contrary  to  general  foreign  customs,  the 
United  States  has  not  expanded  its  Fed- 
eral taxing  system. 

3.  Figures  show  the  immediate  need  of  ad- 
ditional revenue;  for, — 

a.  Although  it  is  conceded  that  there 
is  field  for  economy,  still  this  argu- 
ment is  overbalanced  by  the  demand 
of  unfinished  improvements;  etc. 

4.  There  is  universal  desire  to  reduce  tariff 
materially;  for, — 

a.  It  is  believed  to  be  a  cause  of  exorbi- 
tant prices  on  common  articles. 

b.  The  advisability  of  limiting  tariff 
solely  to  an  industrial  policy  is 
recognized. 

B.  The   present   system   needs    an   elastic   element; 
for, — 

1.  At  critical  times  it  is  found  to  be  entirely 
inadequate. 

2.  It  does  not  respond  to  large  budgetary 
changes;  for, — 

a.  The  result  of  changing  the  tariff  is 
always  uncertain. 


BRIEFS  111 

b.  Revenue  changes  respond  but  slowly 
to  tariiF  changes. 
3.  The  changes  in  it  involve  industrial  uncer- 
tainty. 
C.  The  present  system  needs  an  equitable  element; 
for, — 

1.  It  now  constitutes  merely  a  tax  on  expendi- 
ture. 

2.  The  rich  are  bearing  gradually  a  smaller 
share  of  the  Federal  taxes. 

II.  The  inherent  qualities  of  an  income  tax  levied  by  the 
Federal  Government,  point  to  it  as  a  logical  remedy 
,        for  present  defects;  for, — 

A.  The  income  tax  is  reliable;  for, — 

1.  This  has  been  proved  by  experience  of  the 
British  tax,  and  our  own  Civil  War  tax. 

2.  A  change  in  the  rate  of  taxation  will  pro- 
duce a  corresponding  change  in  revenue 
received. 

B.  The  income  tax  would  give  an  element  of  elas- 

ticity to  the  present  system;  for, — 

1,  It  will  make  possible  a  balance  between 
receipts  and  expenditures. 

2.  The  British  tax  is  elastic. 

C.  The  income  tax  is  equitable;  for, — 

1.  The  burden  of  it  falls  in  proportion  to  the* 
ability  of  a  man  to  pay. 

2.  It  will  offset  the  regression  of  the  present 
Federal  taxes. 

III.  Judged  as  an  assessment  measure,  the  income  tax  is 
efficient  and  practicable  in  operation;  for, — 
A.  It  can  be  effectively  collected;  for, — 


112       THE  HIGH  SCHOOL  DEBATE  BOOK 

1.  The  justice  of  the  graduation  appeals  to 
all. 

B.  Ninety  per  cent  of  the  incomes  can  be  assessed. 
As  the  sources  of  this  amount,  corporations  ap- 
proximate fifty  per  cent,  real  estate  approxi- 
mates thirty-two  per  cent,  and  salaries  eight  per 
cent. 

C.  It  can  be  collected  at  a  minimum  cost;  for, — 

1.  The  machinery  for  collection  is  already  in- 
stalled. 

a.  Corporation  tax  provisions  can  be  uti- 
lized. 

b.  Post-office  and  census  bureaus  can  be 
used. 

2.  Cost  of  collecting  English  income  tax  is 
small. 

3.  Cost  of  collecting  the  present  Federal  cor- 
poration tax  is  small. 

NEGATIVE 

I.  An  income  tax  is  not  necessary  from  a  fiscal  stand- 
point; for, — 
A.  It  is  not  needed  as  a  revenue  producer;  for, — 

1.  The  primary  purpose  of  any  tax  is  to  raise 
revenue,  and  present  financial  conditions 
do  not  demand  an  additional  tax;  for, — 

a.  All  governmental  deficits  are  rapidly 
diminishing. 

b.  Present   financial   conditions   are   not 
unusual. 

2.  The  present  taxing  system  is  adequate  to 
care  for  future  needs;  for, — 


BRIEFS  113 

a.  The  practice  of  economy  by  govern- 
mental employees  will  mean  reduced 
expenditures   and   increased   receipts. 

b.  The  internal  taxing  system  can  be 
greatly  expanded. 

c.  The  tariff  will  continue  for  many 
years  to  be  an  enormous  revenue- 
producer. 

(1)   Tariff  revision  will  mean  in- 
creased revenue. 
B.  It  is  not  needed  to  secure  an  equilibrium  between 
ordinary  receipts  and  expenditures;  for, — 

1.  It  is  impossible  to  estimate   correctly  in- 
come and  outgo. 
2.  The  argument  that  England  secures  desira- 
able  estimates  by  means  of  the  income  tax 
is  not  valid;  for, — 

a.  The   close  balances   in   England   are 
secured  by  the  use  of  modern  budg- 
etary methods. 
II.  An  income  tax  is  not  necessary  from  the  standpoint  of 
equity;  for, — 
A.  The  present  Federal  system  is  essentially  equita- 
ble; for, — 

1.  All  indirect  taxes  are  provided  for  by  in- 
creased wages. 

2.  Excises  are  levied  on  luxuries. 

3.  The  tariff  is  two-fold. 

a.  As  a  tax  it  is  not  a  heavy  burden. 

b.  As  a  protective  policy,  any  evils  of 
over-protection  may  be  remedied 
directly. 


114       THE  HIGH  SCHOOL  DEBATE  BOOK 

B.  The  argument  that  a  Federal  income  tax  would 
cure  the  evils  of  our  present  taxing  system  is 
not   valid;    for, — 

1.  Present  evils  of  taxation  are  confined  to  the 
general  property  tax  of  the  States.  The 
negative  admits  that  a  general  property  tax 
is  not  adapted  to  modern  conditions.  It 
was  instituted  before  intangible  property 
began  to  exist. 
III.  An  income  tax  is  undesirable;  for, — 

A.  It  would  result  in  multiple  taxation;  for, — 

1.  The    tax    reaches    the    same   wealth    as    is 
reached  in  the  State-taxing  systems. 

2.  The  tax  would  be  an  unjust  encroachment 
upon  the  field  of  State  taxation. 

B.  It  is  essentially  a  general  property  tax ;  for, — 

1.  In  England    ninety    per    cent    of    the    tax 
comes  from  property  schedules. 

C.  All  the  evils  of  State  taxation  would  be  intro- 
duced into  the  Federal  system. 

IV.  An  income  tax  is  impracticable;  for, — 

A.  There  are  but  two  kinds  of  assessment  —  self 
assessment  and  assessment  at  the  source. 

1.  Assessment  at  the  source  is  a  failure;  for, — 

a.  It  has  failed  in  Italy.  Private  busi- 
ness, forming  thirty  per  cent  of  the 
wealth,  pays  only  four  per  cent  of  the 
tax. 

b.  It  has  failed  in  Prussia.  **  In  Prus- 
sia, incomes  have  been  rated  at  less 
than  one-third  of  their  value." — J. 
A.  Hill. 


BRIEFS  115 

c.  It  has  failed  in  England.  In  sched- 
ule **  D  "  alone,  the  report  of  1906 
says  that  over  $400,000,000  escaped 
through  assessment. 

d.  It  has  failed  in  the  American  State 
income  taxes.  For  this  reason  the 
various  States  have  largely  abandoned 
the  tax. 

e.  It  has  failed  in  the  Federal  income 
tax  of  1861.  The  income  continually 
diminished  through  the  period  of  its 
administration.  It  was  for  this  rea- 
son that  the  tax  was  repealed. 

f .  It  has  failed  in  our  personal-property 
tax.  So  much  evasion  occurs  under 
the  property  tax  that  such  taxes  have 
become  almost  a  joke.  In  Cook 
county,  Illinois,  the  report  of  the  tax 
commission  for  1897  says  that  only 
thirteen  per  cent  of  the  total  valua- 
tion is  assessed. 

2.  The  only  practicable  way  of  reaching  a 
man's  income  is  through  assessment  at  the 
source;  but  assessment  at  the  source  would 
not  be  practical  with  an  income  tax; 
for, — 

a.  There  are  two  kinds  of  incomes  — 
those  which  are  collected  at  their 
source,  and  those  which  have  no 
tangible  source.  The  former  are 
represented  by  incomes  from  corpora- 
tion   dividends,    salaries,   rents,    etc.; 


116       THE  HIGH  SCHOOL  DEBATE  BOOK 

the    latter,   by   those    from   business, 
professions,  and  trades. 

(1)  The  latter  class  cannot  be 
reached  by  assessment  at  the 
source,  as  they  have  no  tangible 
source. 

(2)  Incomes  which  are  collected 
at  the  source  are  not  free  from 
evasion;  for, — 

(a)  Salaries  will  pay  the 
full  tax  because  they  can 
be  caught  and  held  at  their 
source,  but  almost  all  sal- 
aries will  fall  under  the  ex- 
emption; or  at  least  they 
should,  as  the  tax  is  in- 
tended to  relieve  the  sal- 
aried class. 

(b)  Incomes  from  rentals 
really  depend  upon  self- 
assessment.  The  gross 
income  can  be  easily  deter- 
mined, but  this  is  not  taxa- 
ble. To  find  the  net 
income  which  is  taxable,  all 
the  expenses  of  the  land- 
owner must  be  known.  To 
learn  this  the  word  of  the 
individual  must  be  relied 
upon.  This  is  virtually 
self-assessment. 

(3)  Incomes     from    corporations, 


BRIEFS  117 

which  comprise  the  great  pre- 
ponderance of  the  nation's 
wealth,  are  not  reached  by  as- 
sessment at  the  source;  for, — 

(a)  Corporation  profits  are 
not  always  declared  in  divi- 
dends. 

(b)  Corporation  books  con- 
ceal the  company's  true 
profits. 


GENERAL  REFERENCES 
BOOKS,   PAMPHLETS,   AND  DOCUMENTS 

Bastable,  C.  F.  Public  Finance  (Direct  taxation  compared 
with  indirect),  pp.  349-59.  Various  meanings  of  direct  taxation, 
pp.  271-72;  347-49.     Rev.  ed.     Macmillan,  New  York,  1903. 

Dewey,  Davis  Rich.  Financial  history  of  the  United  States 
(direct  taxes,  pp.  62,  65,  107,  109,  139,  140,  277,  427,  457),  Long- 
mans, New  York,  1903. 

Foster,  Roger  and  Abbot,  E.  V.  Treatise  on  the  federal  in- 
come tax  under  the  act  of  1894. 

Hill,  D.  B.  No  income  tax.  Great  speech  on  the  tariff  bill  and 
income  tax  delivered  in  the  United  States  Senate,  April  9,  1894. 
Ivers,  New  York,  1894. 

KiNSMAK,  D.  O.  (The)  income  tax  in  the  commonwealths  of 
the  United  States  (in  American  economic  association  publications, 
Ser.  3,  Vol.  4,  No.  4).     Macmillan,  New  York,  1903. 

Phelps,  E.  M.  Selected  articles  on  the  income  tax  with  special 
reference  to  graduation  and  exemption  (Debater's  handbook 
series).    H.  W.  Wilson  Company,  Minneapolis,  1909. 

Seligman^,  E.  R.  a.  The  income  tax.  Macmillan,  New  York, 
1911. 

Wells,  David  Ames.  The  theory  and  practice  of  taxation.  Ap- 
pleton.  New  York,  1900. 


118       THE  HIGH  SCHOOL  DEBATE  BOOK 

MAGAZINES 

Ann.  Am.  Acad.  4:  557-89.  Ja.  '94.  Federal  revenues  and  the 
income  tax.     F.  C.  Howe. 

Cur.  Lit.  47:  129-33.  Aug.  '09.  Income  tax  and  the  constitu- 
tion. 

Fortn.  75:  791-98.  Ap.  '01.  Income  tax  and  Gladstone.  S. 
Buxton. 

Forum,  41:  513-20.  Je.  '09.  Shall  incomes  be  taxed?  H.  L. 
West. 

Ind.  62:  352-53.     F.  14,  '07.     Income  tax  in  France. 

Ind.  67:  1497-501.  D.  30,  '09.  Amending  the  constitution.  J. 
A.  Woodburn. 

/.  Pol.  Econ.  3:  311-37.  Je.  '85.  Legislative  history  of  the 
second  income  tax.     G.  Tunell. 

Outlook,  85:  503-8.  Mar.  2,  '07.  Advantages  and  disadvan- 
tages.    P.  S.  Post. 

Q.  J.  Econ.  8:  416-52.    Jl.  94.     Civil  war  income  tax.     J.  A.  Hill. 

Quar.  206:  331-53.  Ap.  '07.  Income  tax  in  England  and  other 
countries.     B.  Taylor. 

B.  of  Bs.  33:  736-37.  Ja.  '06.  Movement  in  England  toward  a 
graduated  income  tax. 


AFFIRMATIVE  REFERENCES 

Arena,  35;  213.  F.  '06.  Progressive  income  tax  in  Victoria, 
Australia. 

Arena,  36:  659.  D.  '06.  England's  revenue  from  her  income 
tax. 

Chaut.  54:  324-26.  My.  '09.  Passage  of  the  income  tax  bill  in 
France. 

Contemp.  85:  58-64.  Ja.  '04.  Taxation  of  foreign  investments. 
F.  W.  P.  Laurence. 

Forum,  17:  14-18.  Mar.  '94.  Income  tax;  reasons  in  its  favor. 
U.  S.  Hall. 

Ind.  61:  1501-2.    D.  20,  '06.     Income  or  inheritance  tax. 

Ind.  62:  1516-19.  Je.  27,  '07.  Income  tax  in  France.  J.  Sieg- 
fried. 


BRIEFS  119 

Ind.  67:  178-82.    Jl.  22,  '09.     Reasons  for  the  income  tax.     A. 

B.  Cummins. 

/.  Pol.  Econ.  3:  255-88.  Je.  '85.  National  finances  and  the  in- 
come tax.    A.  C.  Miller. 

Nation,  9:  452-53.  N.  25,  '69.  Way  the  income  tax  ought  and 
ought  not  be  collected. 

Nation,  71 :  197.     S.  6,  '00.     English  income  tax  by  J.  A.  Hill. 

19th  Cent,  61:  56-67.     Ja.  '07.     Evolution.     G.  McCrae. 

No.  Am.  182:  824-28.  Je.  '06.  Graduated  taxation  of  incomes 
and  inheritances.    W.  Mac  Veagh. 

Outlook,  49:  312-13.  F.  17,  '94.  Income  tax  in  England.  E. 
Porritt. 

Outlook,  93:  602-3.     N.  13,  '09.     Tax  and  service. 

Pol.  Sci.  Q.  16:  701-11.    D.  '01.    Taxation  in  the  Philippines. 

C.  C.  Plehm. 

Q.  J.  Econ.  20:  287-300.  F.  '06.  British  income  tax  in  recent 
years.    W.  H.  Price. 

Q.  J.  Econ.  23:  296-306.  F.  '09.  Present  period  of  income  tax 
activity  in  the  American  states.    D.  O.  Kinsman. 


NEGATIVE  REFERENCES 

Ann.  Am.  Acad.  30:  Sup.  82-106.  S.  '07.  Income  in  relation 
to  taxation.     C.  H.  Swan. 

Blackw.  178:  279-84.     Aug.  '05.     Tyranny  of  the  income  tax. 

Fortn.  87:  807-17,  My.  '07.  Graduation  of  the  income  tax.  B. 
Taylor. 

Forum,  17:  1-13.  Mar.  '94.  Income  tax;  is  it  desirable?  D.  A. 
Wells. 

Forum,  18:  537-42.  Ja.  '05.  Is  the  existing  income  tax  imcon- 
stitutional?    D.  A.  Wells. 

Forum,  19:  513-20.  Jl.  '95.  Salutary  results  of  the  income  tax 
decision.     G.  F.  Edmunds. 

Har^p.  W.  52:  32.  Je.  6,  '08.  Nevvr  French  income  tax.  M.  L. 
Girault. 

Nation,  26:  162-63.  Mar.  7,  '78.  Income  tax  and  the  silver 
agitators. 

Nation,  26:  287.    My.  2,  '78.    Income  tax  here  and  in  England. 


120       THE  HIGH  SCHOOL  DEBATE  BOOK 

Nation,  58:  24-25.     Ja.  11,  '94.    Graver  evils  of  the  income  tax. 

Nation,  58:  133-34.     F.  22,  '94.     Beauties  of  the  income  tax  law. 

Nation,  60:  217.    Mar.  21,  '95.     Income  tax.     F.  J.  Lippitt. 

Nation,  60:  272.     Ap.  11,  '95.     Income  tax  decision. 

No.  Am.  130:  236-46.  Mar.  '80.  Communism  of  a  discriminat- 
ing income  tax.    D.  A.  Wells. 

No.  Am.  160:  601-6.    My.  '95.     Spirit  of  the  tax.    Plain  speaker. 

Outlook,  93:  328-29.     O.  16,  '09.     Justice  of  an  income  tax. 

Pol.  Sci.  Q.  4:  37-65.  Mar.  '89.  Income  and  property  taxes  in 
Switzerland.    G.  Cohn. 


INITIATIVE  AND  REFERENDUM 

Resolved,  That  the  optional  initiative  and  optional  refer- 
endum should  be  adopted  in  State  legislation. 

BRIEF 
INTRODUCTION 

I.  Certain  evils  existing  in  the  various  State  governments 
have  aroused  widespread  discussion  as  to  possible 
means  of  their  elimination. 
II.  Many  statesmen  and  reformers  are  advocating,  as  a 
remedy,  the  adoption  of  the  optional  initiative  and 
optional  referendum. 
III.  The  fundamental  idea  behind  the  initiative  is  that  the 
voters  in  a  State  may  at  their  own  option  suggest  and 
vote  upon  given  measures,  irrespective  of  any  action 
by  the  State  legislature.  If  a  majority  of  those  cast- 
ing ballots  vote  in  favor  of  the  measure,  it  becomes  a 
law.  If  a  majority  be  against  the  measure,  it  does 
not  become  a  law. 
IV.  The  referendum  operates  in  much  the  same  way.  If 
the  legislature  passes  a  measure  which  does  not  meet 
with  popular  approval,  the  voters  may  by  means  of 
the  referendum  have  the  question  submitted  to  a  pop- 
ular vote.  The  legislature  is  forced  to  abide  by  the 
decision  of  the  voters  as  expressed  at  the  election. 

V.  The  initiative  and  referendum  are  in  use  in  several 

121 


122       THE  HIGH  SCHOOL  DEBATE  BOOK 

foreign  countries^  and  in  a  number  of  American  States 
and  cities. 

AFFIRMATIVE 

I.  The  initiative  and  referendum  are  logical  and  natural 
outgrowths  in  the  development  of  American  govern- 
ment; for, — 
A.  They  are  in  harmony  vrith  the  development  that 
has  preceded  them.     This  development  has  in- 
cluded : 

1.  The  New  England  town  meeting. 

2.  The  organization  of  representative  govern- 
ment. 

3.  The  restrictions  that  are  more  and  more 
being  placed  upon  the  power  of  the  legis- 
lature, such  as, 

a.  Governors  were  formerly  selected  by 
the  legislatures.  Now  they  are 
elected  by  a  direct  vote  of  the  people. 

b.  Presidential  electors  were  formerly 
selected  by  the  legislatures.  Now 
they  are  chosen  by  a  direct  vote  of  the 
people. 

c.  Members  of  the  judiciary  were  for- 
merly selected  by  the  legislatures. 
Now  they  are  chosen  by  a  direct  vote 
of  the  people. 

d.  Constitutional  amendments  were  for- 
merly drafted  and  passed  by  the 
legislatures.  Now,  in  nearly  all 
States,  they  are  submitted  to  the  peo- 
ple for  final  ratification. 


BRIEFS  123 

B.  They  begin  at  the  point  where  the  previous  re- 
form measures  leave  off. 
II.  The  initiative  and  referendum  will  secure  better  gov- 
ernment; for, — 

A.  They    will    raise    the    standard    of    citizenship; 
for, — 

1.  A  higher  respect  for  law  will  be  inculcated; 
for, — 

a.  The  voters,  themselves,  will  be  the 
law-makers.  They  will  respect  their 
own  laws. 

2.  The  measures  will  have  profound  educa- 
tional effect;  for, — 

a.  The  voters  will  be  instructed  con- 
cerning the  issues  before  them. 

b.  Actual  participation  in  the  voting 
will  be  educational  in  itself. 

B.  They  will  put  legislation  on  a  business-like  basis ; 
for, — 

1.  There  will  be  a  complete  separation  of  po- 
litical issues  from  the  personality  of  candi- 
dates for  office.  Each  will  be  considered 
upon  its  own  merits. 

C.  They  will  do  away  with  undesirable  legislation, 
either  intentional  or  unintentional;  for, — 

1.  The  power  of  political  machines  will  be 
broken;  for, — 

a.  The  people  will  have  an  opportunity 
to  vote  directly  upon  the  issues  be- 
fore them.  Important  questions  will 
not  be  left  to  the  discretion  of  a  few 
party  leaders. 


124       THE  HIGH  SCHOOL  DEBATE  BOOK 

2.  Lobbying  will  be  eliminated  from  politics; 
for, — 

a.  The  voters,  themselves,  will  actually 
decide  the  important  measures. 

b.  The  knowledge  that  measure  may  at 
any  time  be  put  before  the  people  for 
ratification  will  cause  members  of 
legislatures  to  vote  for  each  question 
upon  its  own  merits,  rather  than  be 
influenced  by  persons  who  have  in- 
terests at  stake. 

S.  The   incentive    for   bribery   will   be   taken 
away;  for, — 

a.  With  the  possibilities  of  the  measure 
being  referred  to  the  voters,  the  legis- 
lator can  no  longer  promise  to  "  de- 
liver "  the  votes. 
III.  The  initiative  and  referendum  are  practical;  for, — 

A.  They  require  only  the  ordinary  election  machin- 

ery. 

B.  They  are  exceedingly  simple  in  operation. 

C.  They  are  comparatively  inexpensive. 

IV.  The  initiative  and  referendum  have  proved  uniformly 
successful;  for, — 

A.  **  Boss "    rule    has    been    eliminated    in    South 
Dakota. 

B.  Granting   of    special    privileges    has    been    pre- 
vented in  Oklahoma. 

C.  Corporate   domination   has   been    done    away   in 
Oregon. 

D.  Switzerland  has  been  signally  successful  in  using 
the  measures. 


BRIEFS  125 

NEGATIVE 

I.  The  initiative  and  referendum  are  contrary  to  the 
fundamental  principles  of  American  government; 
for, — 

A.  They  strike   at  the  very  root  of  representative 
government;  for, — 

1.  They  weaken  the  power  of  the  legislature; 
for, — 

a.  They  take  from  it  final  authority. 

2.  They  take  away  the  responsibility  of  mem- 
bers of  the  legislature. 

S.  The  measures  are  based  on  the  assumption 
that  the  members  of  the  legislatures  are 
either  corrupt  or  ignorant. 

4.  The  measures  assume  that  the  mass  of  the 
people  are  more  intelligent  and  wiser  than 
the  persons  whom  they  choose  to  represent 
them. 

B.  They  encourage  hasty  and  unwise  action;  for, — 

1.  They    are   based   upon    the   idea    that   the 
popular  demand  is  always  the  course  that 
should  be  followed. 
II.  The  argument  that  the  initiative  and  referendum  will 
eliminate  political  corruption  is  not  valid;  for, — 
A.  It  is  a  very  simple  matter  to  secure  fraudulent 
signatures  on  initiative  and  referendum  petitions ; 
for, — 

1.  Petitions  are  circulated  in  saloons  and 
similar  places. 

2.  Petitions  are  often  left  lying  around  in 
stores  for  days  at  a  time. 


126       THE  HIGH  SCHOOL  DEBATE  BOOK 

III.  The  argument  that  the  initiative  and  referendum  will 
give  a   conservative  tone  to  legislation  is   not  valid; 
for, — 
A.  The  initiative  and  referendum  are  almost  always 
used  in  times  of  public  excitement. 
IV.  The  initiative  and  referendum  are  impractical  in  actual 
operation;  for, — 

A.  Voters  have   failed  to   show  any  permanent  in- 

creased interest  in  public  affairs;  for, — 
1.  As  soon  as  the  novelty  of  the  plan  has  worn 
away,  they  have  neglected  to  come  to  the 
polls  to  vote. 

B.  Voters  have  been  very  superficial  in  their  investi- 
gations of  pending  problems;  for, — 

1.  They   have   evidenced   neither  interest   nor 
care  in  voting  upon  measures. 

C.  Voters  have  used  the  measures  only  spasmod- 
ically, and  have  thus  kept  legislatures  in  contin- 
ual doubt  as  to  what  course  to  pursue. 

D.  Special  interests  have  found  it  comparatively 
easy  to  circularize  the  State  and  secure  the  pas- 
sage of  measures  particularly  favorable  to  them. 

V.  Present  conditions  do  not  warrant  the  adoption  of  such 
measures  as  the  initiative  and  referendum ;  for, — 

A.  State  governments  are  comparatively  free  from 
abuses;  for, — 

1.  With    but    few    exceptions,   legislators   try 
honestly  to  represent  their  constituents. 

2.  The  legislators  are  men  of  unusual  ability 
and  intelligence. 

B.  In  those  instances  where  unworthy  or  inefficient 
legislators  are  in  power,  the  evil  can  be  remedied 


BRIEFS  127 

by  the  voters  coming  to  the  polls  and  electing 
good  men  to  office.  The  responsibility  rests  en- 
tirely with  the  people  even  at  the  present  time. 


GENERAL  REFERENCES 
BOOKS,   PAMPHLETS,  AND  DOCUMENTS 

Barnes,  O.  M,  The  popular  initiative  and  referendum.  Mich- 
igan political  science  association.  Vol.  Ill,  No.  2,  Ap.  '98.  Ann 
Arbor,  1898. 

Bradford,  Gamaliel.  The  lesson  of  popular  government.  Mac- 
millan.  New  York,  1899. 

Bryce,  James.  The  American  Commonwealth,  Rev.  Ed.,  Vol.  I, 
Chap.  39.     Macmillan,  New  York,  1895. 

Cree,  Nathan.  Direct  legislation  by  the  people.  McClurg, 
Chicago,  1892. 

GoDKiN,  E.  L.  Unforeseen  tendencies  of  democracy,  pp.  96-144. 
Houghton,  New  York,  1898. 

Lecky,  W.  E.  H.  Democracy  and  liberty.  New  Ed.,  pp.  277-94. 
Longmans,  New  York,  1899. 

Lloyd,  Henry  Demarest.  A  sovereign  people;  a  study  of 
Swiss  democracy.     Doubleday,  New  York,  1907. 

Oberholtzer,  E.  p.  Referendum  in  America.  Scribner,  New 
York,  1900. 

Phelps,  E.  M.  Selected  articles  on  the  initiative  and  referen- 
dum (Debater's  handbook  series).  H.  W.  Wilson  Co.,  Minneap- 
olis, 1909. 

Walker,  M.  E.  Direct  legislation;  the  initiative  and  referen- 
dum.    Howard  &  Wilson  Publishing  Co.,  Chicago,  1898. 

MAGAZINES 

Am.  M.  65:  527-40.  Mar.  '08.  V.  Ren,  legislative  blacksmith 
of  Oregon.     J.  L.  Steifens. 

Arena,  34:  234-40.  S.  '05.  Direct  popular  legislation.  C.  S. 
Lobingier. 

Arena,  36:  186-88.  Aug.  '06,  Triumphant  democratic  victory 
in  Oregon. 


128        THE  HIGH  SCHOOL  DEBATE  BOOK 

Arena,  36:  516-18.  N.  '06.  Present  status  of  the  referendum 
movement  in  Maine.     A.  W.  Nichols. 

Arena,  37:  198-202;  312-19;  546-50.  F.— My.  '07.  Initiative 
and  referendum.     R.  Albertson. 

Arena,  S7 :  627-30.  Je. '07.  Direct  legislation  through  the  initia- 
tive and  referendum. 

Arena,  39:  661-65.  Je.  '08.  Proposed  direct  legislation  constitu- 
tional amendment  for  New  York.     F.  C.  Leubuscher. 

Arena,  41:  238-39.  F.  '09.  Direct  legislation  in  Michigan.  R. 
E.  Bisbee. 

Cur.  Lit.  28:  310-11.  Je.  '00.  Direct  legislation.  J.  R. 
Commons. 

Ind.  66:  1444-47.     Je.  25,  '08.     Oregon  election.     G.  A.  Thacher. 

Ind.  67:  222-23.  Jl.  29,  '09.  Cleveland  referendum.  1909.  E. 
W.  Bemis. 

Municipal  Gov't.  150-55.  Participation  of  the  people  in  city 
government.     F.  J.  Goodnow. 

Nation,  81:  394.     N.  16,  '05.     Referendum  votes. 

Nation,  83:  550-51.    D.  27,  '06.     Unrecognized  referendum. 

Nat.  Conf.  City  Gov't.  1906:  368-81.  Initiative  and  the  refer- 
endum.   L.  F.  Post. 

Nat.  Conf.  City  Gov't.  1908:  75-85.  Initiative,  referendum,  and 
recall  in  cities. 

Nat.  Conf.  City  Gov't.  1908:  223-46.  Initiative,  referendum,  and 
recall  in  American  cities.     R.  T.  Paine,  Jr. 

Nat.  Conf.  City  Gov't.  1909:  309-25.  Practical  workings  of  in- 
itiative and  referendum  in  Oregon.    J.  N.  Teal. 

Nat.  Conf.  City  Gov't.  1909:  334-53.  Referendum  in  Massachu- 
setts.    1776-1907. 

Outlook,  72:  867-88.     D.  13,  '02.     Referendum  in  Ontario. 

Outlook,  83:  612-14.  Jl.  14,  '06.  Significance  of  the  Oregon  ex- 
periment.    G.  A.  Thacher. 

Outlook,  89:  313-14.  Je.  '08.  Singular  political  situation  in 
Oregon. 

Outlook,  89:  Je.  20,  '08.     Responsible  government. 

R.  of  Rs.  28:  480-81.  O.  '03.  Direct  legislation  in  New  Zea- 
land. 

jR.  of  Bs.  34:  172-73.  Aug.  '06;  38:  21.  Jl.  '08.  Initiative  and 
referendum  in  Oregon.    J.  Schafer. 


BRIEFS  129 


AFFIRMATIVE  REFERENCES 

Arena,  25:  317-23.    Mar.  '01.    Direct  legislation  and  social  prog- 
ress.    E.  Pomeroy. 

Arena,  26:  425-30.     O.  '01.     Imperative  need  of  the  referendum. 
B.  O.  Flower. 

Arena,  27:  533-38.    My.  '02.     Organized  labor  and  direct  legis- 
lation. 

Arena,   28:   119-24.    Aug.   '02.    Democratic  versus   aristocratic 
government.    E.  Pomeroy. 

Arena,  28:  428-32.    O.  '02.     Preserving  free  government  through 
majority  rule.    B.  O.  Flower. 

Arena,  28:  464-70.     N.  '02.     Initiative,  referendum,  and  recall. 
E.  Pomeroy. 

Arena,  28:  517-23.     N.   '02.    Progress  of  optional  referendum 
and  initiative.    G.  H.  Shibley. 

Arena,  29:  75-76.    Ja.  '03.    Meaning  of  direct  legislation.     E. 
Pomeroy. 

Arena,  29:  173-85.    F.  '03.    Victorious  march  of  majority  rule. 
G.  H.  Shibley. 

Arena,  29:  270-75.    Mar.  '03.    Initiative  and  referendum  in  Ore- 
gon.   W.  S.  V'Ren. 

Arena,  29:  421-24.    Ap.   '03.    Referendum   and  public   owner- 
ship in  Switzerland. 

Arena,  29:  625-37.    Ja.  '03.    Progress  of  the  campaign  for  ma- 
jority rule.    G.  H.  Shibley. 

Arena,  SO:  96-98.    Jl.  '03.     Back  to  the  source  of  free  govern- 
ment.   B.  O.  Flower. 

Arena,  30:  268-72.     S.  '03.    Direct  legislation  in  New  Zealand. 
H.  G.  Ell. 

Arena,  30:  613-16.    D.  '03.    Judges  attack  Oregon  amendment 
for  majority  rule.     G.  H.  Shibley. 

Arena,  31:  153-57.     F.  '04.     Arguments  against  direct  legisla- 
tion.   E.  Pomeroy. 

Arena,  31:  284-85.    Mar.  '04.    Majority  rule  system  constitu- 
tional.   G.  H.  Shibley. 

Arena,  31:  561-68.    Je.  '04.    Direct  legislation  in  Illinois.    D. 
L,  Cruice. 
9 


130       THE  HIGH  SCHOOL  DEBATE  BOOK 

Arena,  32:  128-31.  Aug.  '04.  Operation  of  initiative  and  refer- 
endum in  Oregon.     W.  S.  V'Ren. 

Arena,  82:  377-91.  O.  '04.  How  Brookline  is  ruled.  B.  O. 
Flower. 

Arena,  32:  406-8.  O.  '04.  Voters  always  sovereign.  F.  M. 
Doty. 

Arena,  33:  367-69.  Mar.  '05.  Nevada  referendum  victory  as 
an  illustration  of  democratic  progress.     E.  Pomeroy. 

Arena,  33:  549-50.  My.  '05.  Referendum  victory  in  municipal 
government. 

Arena,  34:  142-46.  Aug.  '05.  Vast  educational  scheme.  E. 
Pomeroy. 

Arena,  34:  462-64.  N.  '05.  Guarded  representative  government. 
G.  H.  Shibley. 

Arena,  35:  46-8.  Ja.  '06.  Initiative  a  democratic  safeguard 
against  class  government.     E.  Pomeroy. 

Arena,  35:  146-50.  F.  '06.  Democracy's  call  to  the  statesman- 
ship of  to-day.    B.  O.  Flower. 

Arena,  35:  271-73.  Mar.  '06.  March  of  direct  legislation.  E. 
Pomeroy. 

Arena,  35:  523-26.  My.  '06.  Oregon,  a  concrete  example  of 
practical  democracy. 

Arena,  35:  507-11,  600-3;  36:  45-54.  My.— Jl.  '06.  Primer  of 
direct  legislation. 

Arena,  35:  641-43.  Je.  '06.  Movement  for  guarded  representa- 
tive government. 

Arena,  38:  71-79.  Jl.  '07.  Honest  objectors  who  distrust 
democracy. 

Arena,  38:  80-85.  Jl.  '07.  Direct  legislation  in  Oregon  and 
misrepresentations  of  the  press. 

Arena,  38:  288-95.  S.  '07.  Bugaboo  of  direct  legislation.  L. 
Satterthwait. 

Arena,  38:  321-25.  S.  '07.  Practical  workings  of  direct  legisla- 
tion in  Switzerland  and  America. 

Arena,  38:  515-19.  N.  '07.  Taft  and  Lodge  as  upholders  of  the 
machine  rule.     G.  H.  Shibley. 

Arena,  39:  131-41.  F.  '08.  Direct  vote  system.  W.  D.  Mac- 
kenzie. 


BRIEFS  131 

Arena,  39:  449-^5.  Ap.  '08.  Appeal  to  the  friends  of  popular 
government. 

Arena,  39:  4-51-55.  Ap.  '08.  Campaign  against  popular  rule  in 
Oregon. 

Arena,  39:  608-11.  My.  '08.  Direct  legislation  and  popular 
government. 

Arena,  39:  643-50.  Je.  '08.  Restoration  of  popular  rule.  R. 
L.  Owen. 

Arena,  39:  650-61.  Je.  '08.  Direct  legislation  campaign  in  the 
empire  state.     B.  O.  Flower. 

Arena,  40:  142-50.  S.  '08.  Initiative  and  referendum  in  prac- 
tical operation  in  Oregon.    G.  H.  Shibley. 

Arena,  40:  239-41.  S.  '08.  Triumphant  democratic  victory  in 
Oregon. 

Arena,  40:  245-46.     S.  '08.     Oregon  election.     R.  Albertson. 

Arena,  40:  283-86.  O.  '08.  Lincoln's  ideal  carried  out  in  Ore- 
gon.    R.  T.  Paine,  Jr. 

Arena,  40:  546-51.  D.  '08.  Victorious  campaign  for  direct  leg- 
islation in  Maine.     K.  B.  Piper. 

Arena,  41:  109-10.  Ja.  '09.  Progress  of  direct  legislation  in 
American  municipal  government.     R.  T.  Paine,  Jr. 

Char.  17:  973-74.  Mar.  2,  '07.  Assertion  of  the  people's  right 
to  the  referendum.     G.  Taylor. 

Chaut.  36:  354.     Ja.  '03.     Referendum  on  the  referendum. 

Ind.  54:  429-31.     F.  20,  '02.     Referendum  in  United  States.     J. 

B.  Clark. 

Ind.  54:  2789-90.  N.  20,  '02.  Advance  of  initiative  and 
referendum. 

Ind.  64:  595-96.     Mar.  12,  '08.     Direct  legislation  movement. 

Ind.  66:  421-23.  F.  25,  '09.  Initiative  and  referendum  in  Okla- 
homa.   L.  J.  Abbott. 

Munic.  A  fairs,  6:  781-86.  Winter  '03.  Referendum  and  initia- 
tive in  relation  to  municipal  ownership.     G.  H.  Shibley. 

Nation,  74:  864.  My.  8,  '02.  Municipal  referendum.  J.  B. 
Ramage. 

New  Eng.  M.  n.  s.  40:  405-11.  Je.  '09.  Initiative  and  referen- 
dum; effective  ally  of  representative  government.     L.  J.  Johnson. 

No.  Am.  177:  78-85.    Jl.  '03.    Constitutional  initiative.    L.  F. 

C.  Garvin. 


132       THE  HIGH  SCHOOL  DEBATE  BOOK 

No.  Am.  185:  69-74.  My.  3,  '07.  People  as  legislators  in  Ore- 
gon.    C.  W.  Fulton. 

Outlook,  72:  916-17.  D.  20,  '02.  Victory  for  direct  legislation, 
1902. 

Outlook,  74:  442-43.    Je.  20,  '03.     Gains  for  direct  legislation. 

Outlook,  89:  831-32.     Aug.  5,  '08.     Experiments  in  democracy. 

Pol.  Set.  Q.  23:  577-86.  D.  '08.  Popular  legislation  in  the 
United  States;  the  development  of  the  system.   'C.  S.  Lobingier. 

jR.  of  Rs.  21 :  87.    Ja.  '00.     Demand  for  the  referendum. 

B.  of  Rs.  35:  748-51.  Je.  '07.  Democracy  and  the  referendum 
in  Oregon. 

World  To-Day,  11:  1268-72.  D.  '06.  Referendum  at  work  in 
Maine.    W.  M.  Raine. 

World  To-Day,  15:  857-60.  Aug.  '08.  Oregon  the  home  of  di- 
rect legislation.    E.  E.  DeCou. 


NEGATIVE  REFERENCES 

Am.  J.  Soc.  10:  713-49.  My.  '05.  Popular  initiative  as  a 
method  of  legislation  and  political  control.     W.  H.  Brown. 

Arena,  24:  47-52.     Jl.  '00.     Referendum  in  America.     E.  Maxey. 

Arena,  24:  493-505.  N.  '00.  Direct  legislation  in  America.  E. 
P.  Oberholtzer. 

Atlan.  63:  433-41.  Ap.  '89.  People  in  government.  H.  C. 
Merwin. 

Atlan.  73:  517-26.  Ap.  '94.  Referendum  in  Switzerland  and 
America.     Abbott  Lawrence  Lowell. 

Atlan.  97:  792-96.  Je.  '06.  Constitution  amending  and  the  in- 
itiative.    F.  Foxcroft. 

Contemp.  67:  328-44.  Mar.  '95.  The  referendum  in  Switzerland. 
N.  Droz. 

Ind.  53:  329-30.     F.  7,  '01.     The  referendum. 

Ind.  62:  1407-10.  Je.  13,  '07.  Initiative  and  referendum  in  oper- 
ation.    A.  S.  Hardy. 

Ind.  66:  421-23.  F.  25,  '09.  Initiative  and  referendum  in  Okla- 
homa.    L.  J.  Abbott. 

Nation,  58:  206.     Mar.  22,  '94.     Referendum. 


BRIEFS  183 

Nation,  59:  152-53.  Aug.  30,  '94.  How  the  referendum  would 
work. 

Nation,  59:  193-94.  S.  13,  '94.  Vox  populi  in  Switzerland.  A. 
B.  Hart. 

No.  Am.  185:  202-13.  My.  17,  '07.  The  referendum  and  initia- 
tive in  Switzerland.    M.  W.  Hazeltine. 

No.  Am.  190:  222-30.  Aug.  '09.  Representative  government  ver- 
sus the  initiative  and  primary  nominations.     H.  M.  Campbell. 

Pol.  Sci.  Q.  20:  443-55.  S.  '05.  Direct  legislation  and  its  pros- 
pects in  the  United  States.     W.  R.  Peabody. 

Pol.  Sci.  Q.  23:  587-603.  D.  '08.  Popular  legislation  in  the 
United  States:  the  value  of  the  system.     J.  B.  Sanborn. 

jB.  of  Bs.  22:  224.    Aug.  '00.    Objections  to  referendum. 


MUNICIPAL  OWNERSHIP 

Resolved,  That  for  American  cities,  the  municipal 
ownership  of  those  public-service  corporations  which  furnish 
water,  light,  and  transportation,  is  preferable  to  private 
ownership. 

BRIEF 
INTRODUCTION 

I.  The  term  "  public-service  corporation  "  may  be  defined 
as  follows:  A  public-service  corporation  is  a  corpora- 
tion that  is  operated  in  the  interest  of  the  public  good. 
An  example  of  what  is  meant  by  a  public-service  cor- 
poration is  seen  when  reference  is  made  to  companies 
which  operate  street-car  systems,  lighting-plants,  tele- 
phone lines,  and  water-works. 
A.  Public-service  corporations  are  of  three  kinds: 

1.  Privately  owned. 

2.  Privately  owned,  but  inspected  and  regu- 
lated by  public  authority. 

S.  Publicly  owned. 
II.  The  problem  of  the  proper  control  of  public-service 
corporations  is  of  vital  importance;  for, — 
A.  Directly  or  indirectly,  these  corporations  affect 
the  welfare,  health,  and  safety  of  the  inhabitants 
of  every  city. 

134 


BRIEFS  135 

III.  Some  of  the  worst  instances  of  graft  and  scandal  in 
municipal  history   have  been  connected  with  public- 
service  corporations. 
A.  New    York,    Philadelphia,    St.    Louis,    and    San 
Francisco   are   good   examples    of   conditions   at 
given  times  in  some  of  the  larger  cities. 
IV.  The  particular  question  under  discussion  arises  when 
an  investigation  is  made  of  the  most  feasible  way  of 
conducting  public-service  corporations. 

AFFIRMATIVE 

I.  Private  ownership  of  those  public-utility  corporations 
furnishing  light,  water,  and  transportation  is 
theoretically  indefensible;  for, — 

A.  The  work  of  supplying  such  utilities  to  the  com- 
munity is  a  public  duty,  and  as  such  should  be 
performed  by  the  public. 

B.  The  streets  and  alleys  of  municipalities  are  pub- 
lic property,  and  as  such  should  not  be  used  for 
the  aggrandizement  of  private  parties. 

C.  Private  ownership  takes  no  thought  of  public 
welfare;  for, — 

1.  Its  sole  object  is  to  get  the  largest  financial 
returns  from  the  consumer. 

D.  The  duty  of  furnishing  such  utilities  is  a  public 
one.  Therefore,  the  responsibility  should  be 
placed  squarely  upon  the  public,  and  not  left  to 
private  companies. 

II.  Private  ownership  has  proved  a  failure  in  actual  prac 
tice;  for, — 
A.  It  has  resulted  in  extortionate  charges;  for, — 


1S6       THE  HIGH  SCHOOL  DEBATE  BOOK 

1.  Private  companies  often  make  rates  mo- 
nopolistic. 

a.  New  York  Street  Railway. 

B.  It  has  resulted  in  conditions  that  are  a  public 
menace;  for, — 

1.  Cheap  and  inexperienced  men  are  employed 
as  motormen  and  conductors  on  city  rail- 
ways, with  resulting  accidents  and  loss  of 
life. 

2.  In  many  cities  private  companies  furnish 
inadequate  fire  protection;  drinking  water 
is  bad;  lighting  is  insufficient. 

C.  It  has  resulted  in  political  corruption ;  for, — 

1.  Private  companies  have  not  hesitated  to 
bribe  city  councils  and  municipal  commit- 
tees whenever  the  companies  wished  to  ob- 
tain a  valuable  concession. 

2.  In  many  cities  valuable  franchises  have 
been  given  to  corporations  in  return  for  po- 
litical favors. 

3.  Private  corporations  have  not  hesitated  to 
corrupt  State  legislatures  in  order  to  secure 
the  passage  of  favorable  legislation. 

a.  Conditions  in  New  York,  Pennsyl- 
vania, and  Missouri  are  typical 
examples. 

D.  It  has  resulted  in  gross  over-capitalization  of 
public-utility  corporations  all  over  the  land; 
for, — 

1.  Private  companies  dare  not  permit  the  pub- 
lic to  learn  of  the  exorbitant  profits  they 
reap. 


BRIEFS  137 

III.  Private  ownership,  coupled  with  public  inspection  and 
control,  is  ineffective;  for, — 

A.  It  causes  endless  delays  and  court  litigations. 

B.  It  increases  the  municipal  expense. 

C.  It   has   not,   where   tried,   resulted   in   improved 
service. 

IV.  Municipal  ownership  would  remedy  the  defects  inci- 
dent to  private  ownership ;  for, — 

A.  It  will  cure  the  evil  of  over-capitalization ;  for, — 

1.  A  municipality  would  have  no  desire  to  hide 
its  profits.  The  city's  criterion  would  be 
efficient  service  rather  than  large  dividends. 

B.  It  would  make  possible  the  lowering  of  many 
rates  that  at  present  are  exorbitant;  for, — 

1.  The  goal  toward  which  each  city  would 
strive  would  be  to  give  the  best  service  to 
the  largest  number  of  its  citizens  at  a  mini- 
mum charge. 

C.  It  would  eliminate  political  corruption;  for, — 

1.  With  municipal  ownership  in  operation  there 
would  be  no  valuable  franchises  to  be  sold 
or  given  away.  Hence,  the  incentive  to 
bribery  would  be  eliminated. 

D.  It  would  give  efficient  service ;  for, — 

1.  Part  of  the  money  now  sacrificed  in  abnor- 
mal profits  on  watered  stock  could  be  used 
to  secure  experienced  and  high-grade  labor. 
V.  Municipal  ownership  is  thoroughly  practical;  for, — 
A.  It  has  been  in  operation  in  European  cities  for 
many  years  with  gratifying  success. 

1.  Cities  in  England,  France,  and  Germany  all 
operate  public-service  plants. 


138       THE  HIGH  SCHOOL  DEBATE  BOOK 

2.  Glasgow,    Scotland,    has    found    municipal 
ownership    not    only    efficient,    but    highly 
profitable. 
B.  It  has  been  a  success  in  the  United  States ;  for, — 
1.  A  number  of  cities  at  the  present  time  are 
successfully  operating  part  or  all  of  their 
public-service  plants. 
VI.  A  feasible  plan  of  municipal  ownership  would  be  to 
have  the  plants  under  the  inspection  and  nominal  con- 
trol of  a  non-partisan  State  commission,  such  as  is  now 
already  in  operation  in  some  of  our  States.     This  plan 
would  have  the  following  advantages : 

A.  It  would  insure  regular  and  thorough  inspection 
—  much  the  same  as  our  banks  are  now  inspected. 

B.  It  would  eliminate  the  possibility  of  exploitation 
by  a  corrupt  city  council. 

C.  It  would  do  away  entirely  with  the  possibility  of 
undue  political  influence  being  used  in  connection 
with  appointments  and  removals. 

D.  It  would  insure  adequate  publicity  in  all  opera- 
tions of  the  plant. 

E.  It  would,  in  fact,  compel  the  city  to  run  the 
plants  efficiently,  economically,  and  in  the  inter- 
est of  the  entire  municipality. 

NEGATIVE 

I.  Private  ownership  has  certain  advantages  unobtainable 
under  municipal  ownership;  for, — 
A.  It  gives  greater  opportunity  for  individual  initia- 
tive; for, — 

1.  As     President     Hadley,     of     Yale,     says. 


BRIEFS  139 

"  Initiative  is  synonymous  with  private  en- 
terprise." 

B.  It  makes  possible  the  operation  of  interurban 
lines.  No  municipality  could  own  and  operate 
interurban  lines;  for, — 

1.  A  city's  rights  and  privileges  do  not  extend 
beyond  the  city  limits. 

C.  It  gives  more  economical  management;  for, — 

1.  Private  companies  for  their  own  financial 
advantage  desire  to  have  their  rates  so  rea- 
sonable that  they  will  reach  a  point  where 
they  can  supply  the  largest  number  with 
the  greatest  amount  of  service. 

2.  Private  companies  have  stricter  super- 
vision. 

3.  Private  companies  have  the  results  of  years 
of  experience  in  operating. 

4.  Private  companies  do  not  pay  excessive  or 
useless  salaries. 

5.  Private  companies  are  more  favorable  to 
better  equipment. 

6.  Private  companies  are  not  subjected  to  po- 
litical pressure. 

D.  Experience  has  proved  that  private  ownership 
is  thoroughly  practical;  for, — 

1.  It  has  been  tried  by  every  city  in  the 
United  States. 

2.  It  has  not  been  shown  to  be  undesirable; 
for,— 

a.  Where  corruption  has  existed  there 
have  been  other  reasons  besides  pri- 
vate ownership. 


140       THE  HIGH  SCHOOL  DEBATE  BOOK 

If 
II.  The  argument  that  public-service  corporations  should 

be  municipally  owned  simply  because  some  of  the  pri- 
vate companies  are  over-capitalized  is  not  valid ;  for, — 

A.  The  proper  method  of  preventing  over-capitali- 
zation is  to  pass  and  enforce  rigorous  State  laws 
against  over-capitalization. 

B.  The  United  States  Supreme  Court  has  decided 
that,  if  the  municipalities  wish  to  take  over  the 
plants  of  public-service  corporations,  they  must 
pay  dollar  for  dollar  to  the  private  companies 
for  the  stock,  whether  it  be  watered  or  not. 

III.  Municipal  ownership  would  be  inefficient;  for, — 

A.  Cities  are  unbusinesslike;  for, — 

1.  Their  operations  are  characterized  by  red 
tape,  political  machinations,  short  terms  of 
service,  and  unexpected  and  uncalled-for 
removals  from  office. 

2.  The  initiative  of  a  municipal  officer  is  de- 
stroyed; for, — 

a.  If  he  wishes  to  remain  in  public 
favor,  he  must  many  times  give  way 
to  the  popular  fancy,  rather  than  use 
cool,  sound  business  judgment. 

IV.  Municipal  ownership  is  impracticable;  for, — 

A.  The  municipalities  could  never  secure  money 
enough  to  purchase  the  plants  from  private  com- 
panies without  imposing  enormous  burdens  upon 
the  taxpayers;  for, — 

1.  The  value  of  privately  owned  public-service 
plants  in  the  United  States  is  over  three 
billion  dollars. 


BRIEFS  141 

V.  Municipal  ownership  is  unnecessary;  for, — 

A.  Private  companies  can  be  put  under  proper  in- 
spection and  regulation;  for, — 

1.  There  can  be  State  public-utility  commis- 
sions established  in  the  various  States  to 
inspect  and  regulate  the  private  companies, 
as  has  been  done  in  Massachusetts  and 
Wisconsin. 

2.  There  can  be  strict  municipal  control,  as  il- 
lustrated by  regulations  enforced  by  the 
city  of  Chicago  in  dealing  with  the  street- 
car company. 

3.  There  can  be  an  equitable  division  of  the 
corporation  earnings,  between  the  compa- 
nies and  the  municipalities. 

4.  There  can  be  more  rigorous  municipal  in- 
spection and  regulation. 

GENERAL  REFERENCES 
BOOKS,   PAMPHLETS,   AND  DOCUMENTS 

American  economic  association,  Public  finance,  Committee  of. 
(The)  relation  of  modern  municipalities  to  quasi-public  works  (in 
American  economic  association  Publications,  Vol.  II,  No.  6). 
American  Economic  Association,  New  York,  1888. 

Bemis,  E.  W.,  Ed.  Municipal  monopolies:  a  collection  of  papers 
by  American  economists  and  specialists.     Crowell,  New  York,  1899. 

Darwin,  Leonard.  Municipal  ownership.  Dutton,  New  York, 
1907. 

FooTE,  A.  R.  Municipal  public-service  industries.  Other  Side 
Publishing  Co.,  Chicago,  1899. 

Francisco,  M.  J.  (The)  business  of  municipalities  and  private 
corporations  compared.    Francisco,  Rutland,  Vt.,  1905. 


142       THE  HIGH  SCHOOL  DEBATE  BOOK 

James,  E.  J.  (The)  relation  of  the  modern  municipality  to 
the  gas  supply  (in  American  economic  association  Publica- 
tions, Vol.  I,  Nos.  2-3).  American  Economic  Association,  New 
York,  1887. 

Meyer,  Hugo  Richard.  Municipal  ownership  in  Great  Britain. 
Macmillan,  New  York,   1906. 

Pond,  O.  L.  Municipal  control  of  public  utilities.  Columbia 
University,  New  York,  1906. 

Porter,  R.  P.  Dangers  of  municipal  ownership.  Century,  New 
York,  190T. 

Seabury,  Samuel.  Municipal  ownership  and  operation  of  public 
utilities  in  New  York  City.  Municipal  Ownership  Publishing  Co., 
New  York,  1905. 

SuLLivAx,  J.  W.  Municipal  and  private  operation  of  public  util- 
ities, New  York,  1908. 

MAGAZINES 

Ann.  Am.  Acad.  15:  476-77.  My.  '00.  Municipal  lighting  com- 
mission of  Baltimore. 

Ann.  Am.  Acad.  25:  304-8.  Mar.  '05.  Municipal  functions  in 
the  U.  S.    J.  A.  Fairlie. 

Ann.  Am.  Acad.  27:  200-33.  Ja.  '06.  American  municipalities 
and  the  gas  service. 

Ann.  Am.  Acad.  29:  357-400.  Mar.  '07.  Port  administration 
and  harbor  facilities,  symposium. 

Ann.  Am.  Acad.  30:  577-92.  N.  '07.  Relation  of  the  municipal- 
ity to  its  water  supply,  symposium. 

Arena,  33:  377-82.  Ap.  '05.  Municipal  ownership  and  league 
organization.     W.  R.  Brown. 

Arena,  37:.  89-90.     Ja.  '07.     Taxation  fallacy. 

Arena,  37:  181-90.     F.  '07.     Opposing  views. 

Arena,  37:  310-12.  Mar.  '07.  Public  ownership  of  public  utili- 
ties.    F.  Parsons. 

Arena,  38:  556-59.  N.  '07.  Municipal  lighting  in  1907.  R. 
Albertson. 

Chaut.  36 -.177-82.     N. '02.     Municipal  problem.     C.R.Woodruff. 

Ind.  53:  2633-36.  N.  7,  '01.  Municipal  administration  of  public 
utilities.    J.  R.  Commons. 


BRIEFS  143 

Ind.  63:  264-66.  Aug.  1,  '07.  Public  ownership  and  the  civic 
federation.     J.  R.  Commons. 

Ind.  65:  582-5.  S.  10,  '08.  Physical  valuation  of  public  utilities. 
J.  R.  Commons. 

No.  Am.  172:  445-55.  Mar.  '01.  Municipal  ownership  of  natural 
monopolies.     R.  T.  Ely. 

Outlook,  68:  139-40.     My.  18,  '01.     Gains  and  losses. 

Outlook,  74:  11-13.     My.  2,  '03.     Public  ownership  conflicts. 

Ow^Zoofc,  74:  261-62.     My.  30, '03.     Home  rule  of  city  monopolies. 

Outlook,  76:  965-67.     Ap.  23,  '04.     Fear  of  municipal  socialism. 

Outlook,  83:  101-2.     My.  19,  '06.     Fixing  gas  rates  by  law. 

Outlook,  86:  621-23.  Jl.  27,  '01.  Municipal  ownership  pro  and 
con. 

Q.  J.  Econ.  23:  161-74.  N.  '08.  Civic  federation  report  on  pub- 
lic ownership.     W.  B.  Munro. 

B.  of  Rs.  34:  342-34.  S,  '06.  Investigating  municipal  ownership 
at  home  and  abroad.     E.  W.  Bemis. 

U.  8.  Indust.  Com.  9:  (Intro.)  239-52.  Municipal  public 
utilities. 


AFFIRMATIVE  REFERENCES 

Ann.  Am.  Acad.  28:  359-70.  N.  '06.  Municipal  ownership  as  a 
form  of  governmental  control.     F.  A.  Cleveland. 

Arena,  25:  198-209.  F.  '01.  City  ownership  of  street  railways. 
F.  Parsons. 

Arena,  30:  392-400.  O.  '03.  Should  people,  or  corporations, 
light  our  cities?     F.  F.  Ingram. 

Arena,  33:  128-34.  F.  '05.  Expansion  of  municipal  activities. 
C.   R.  Woodruff. 

Arena,  34:  45-7.  Jl.  '05.  Municipal  ownership  and  league  or- 
ganization.    (Reply)  E.  W.  Bemis  and  F.  F.  Ingram. 

Arena,  34:  644-47.  D.  '05.  Growth  of  sentiment  in  favor  of  mu- 
nicipal ownership. 

Arena,  35:  526-29.  My.  '06.  Five  reasons  why  we  favor  munici- 
pal ownership. 

Arena,  37:  396-400.  Ap.  '07.  McKarrows'  argument  against 
municipal  ownership.    F.  Parsons. 


144       THE  HIGH  SCHOOL  DEBATE  BOOK 

Arena,  37:  408-11.     Ap.  '07.     Public  ownership. 

Arena,  37:  530-32.  My.  '07.  False  claims  of  the  servants  of 
public-service  corporations  exposed. 

Arena,  38:  401-8.  O.  '07.  National  civic  federation  and  its  new 
report  on  public  ownership.     F.  Parsons. 

Arena,  41:  235-36.  F,  '09.  Municipal  ownership  of  lighting 
plants.     W.  Parry. 

Chaut.  40:  565-75.  F.  '05.  American  municipal  social  service. 
E.  G.  Routzahn. 

Contemp.  76:  856-67.  D.  '99.  Corruption  and  the  municipal 
ownership  of  monopolies  in  America.    J.  W.  Martin. 

(Same  — i^iv.  Age,  224:  73-82.    Ja.  13,  '00.) 

Ind.  54:  1497-99.     Je.  19,  '02.     Electric  railroads. 

Ind.  55:  93-96.  Ja.  8,  '03.  Municipal  ownership  of  electric 
lighting.     V.  Rosewater. 

Ind.  58:  1019-20.     My.  4,  '05,     Gas  business  in  cities. 

Ind.  60:  449-52.  F.  22,  '06.  Municipal  ownership  a  blessing. 
J.  Burns. 

Ind.  60:  1153-57.  My.  17,  '06.  First  municipal  railway  in 
America.     A.  M.  Parker. 

No.  Am.  182:  701-8.  My.  '06.  Municipal  ownership  of  public 
utilities.     G.  S.  Brown. 

Outlook,  68:  111-14.  My.  11,  '01.  All  sorts  of  municipal  owner- 
ship.   C.  R.  Woodruff. 

Outlook,  70:  726-27.  Mar.  22,  '02.  Municipal  ownership  and 
corrupt  politics.     H.  C.  Adams. 

Outlook,  80:  266-68.     Je.  3,  '05.     Where  is  the  line  to  be  drawn? 

Outlook,  82:  504-11.  Mar.  3,  '06.  Principles  of  municipal  own- 
ership.    R.  Donald. 

Outlook,  86 :  49-51.     My.  11,  '07.     Problem  of  municipal  ownership. 

Outlook,  88:  251-52.     F.  1,  '08.     City  as  a  business  corporation. 

World  To-Day,  9:  'll2\-^ii.  Jl.  '05.  Municipal  ownership  and 
graft.     F.  W.  Parker. 

World  To-Day,  9:  901.  Aug.  '05.  Municipal  steamship  service. 
A.  E.  S.  Beard. 


BRIEFS  145 


NEGATIVE  REFERENCES 

Am.  J.  Soc.  10:  787-813.    Public  ownership  versus  public  con- 
trol.   H.  Robbins. 

Am.  J.  Soc.  12:  328-40.    N.  '06.    Public  ownership  and  popular 
government.    W.  H.  Brown. 

Ann.  Am.  Acad.  25:  283-89.     Mar.  '05.     Municipal  building.    A. 
K.  Chalmers. 

Ann.  Am.  Acad.  28:  371-78.    N.  '06.    American  municipal  serv- 
ices from  the  standpoint  of  the  entrepreneur.    C.  L.  Jones. 

Ann.  Am.  Acad.  31:  701-2.     My.  '08.     Moderation  in  control  of 
public-service  corporations.    W.  A.  Bancroft. 

Arena,  30:  505-9.    N.   '03.    Charles   Francis   Adams'   mistakes 
about  public  ownership.    W.  P.  B.  Holmes. 

Harp.  W.  51:  1344.    S.  14,  '07.    Problem  of  municipal  owner- 
ship.    R.  Phillips. 

Ind.  52:  1165-68.    My.  17,  '00.    Failure  of  municipal  ownership. 
H.  H.  Vreeland. 

Nation,  75:  25.     Jl.  10,  '02.     Municipal  lighting. 

Nation,  77:  428-89.     N.  26,  '03.     Municipal  trade.     L.  Darwin. 

Nation,  83:  386-87.     N.  8,  '06.     Case  of  municipal  ownership. 

New  Eng.  M.  n.  s.  35:  338-42.     N.  '06.     Experiment  conducted 
at  Norwich,  Connecticut. 

No.  Am.  182:  853-60.    Je.  '06.     Arguments   against  municipal 
ownership. 

Outlook,  83:  143.    My.  19,  '06.    Cannot  municipal  ownership  be 
avoided? 

Qtiar.  205:  420-38.     O.  '06.     Municipal  socialism. 

Quar.  209:  409-31.     O.  '08.     Municipal  trade.     L.  Darwin. 

R.  of  Rs.  31:  236-37.     F.  '05.     Municipal  trading  a  dead  loss. 

World   To-Day,   12:   374-9.     Ap.   '07.     Municipal   ownership    of 
electric-iight  plants.     J.  R.  Cravath. 

World   To-Day,   12:   621-5.    Je.   '07.    Municipal   ownership   of 
public  utilities  not  best.    J.  W.  Hill. 
10 


PHILIPPINE  ISLANDS,  PERMANENT  RETEN- 
TION OF 

Resolved,  That  the  United  States  should  retain  perma- 
nent possession  of  the  Philippine  Islands. 

BRIEF 
INTRODUCTION 

I.  Ever  since  the  Spanish-American  War  the  possession 
of  the  Philippine  Islands  by  the  United  States  has 
been  a  source  of  politic  discussion  both  at  homeland 
abroad. 
II.  It  is  recognized  that  the  permanent  possession  of  the 
Islands  would  mark  the  beginning  of  the  new  colonial 
policy  by  the  United  States. 
III.  There  are  four  ways  in  which  the  Philippine  question 
could  be  settled: 

A.  The  Islands  might  be  given  their  independence. 

B.  The  Islands  might  be  sold  to  some  foreign  power. 

C.  The  United  States  could  establish  a  protectorate 
over   the   Islands. 

D.  The  United  States  can  retain  permanent  posses- 
sion of  the  Islands. 

IV.  The  question  at  issue  is,  of  course,  which  of  these  four 
policies  should  be  adopted  by  the  United  States. 


146 


BRIEFS  147 


AFFIRMATIVE 


I.  Permanent  possession  is  the  only  feasible  plan  for  the 
United  States  to  follow ;  for, — 

A.  The  independence  of  the  Islands  is  undesirable; 
for, — 

1.  The  natives  are  incapable  of  self-govern- 
ment. 

2.  The  natives  do  not  desire  independence. 

B.  The  disposal  of  the  Islands  to  a  foreign  povs^er  is 
unadvisable;  for, — 

1.  It  would  be  in  violation  of  implied  agree- 
ments that  the  United  States  has  with  for- 
eign nations. 

2.  It  would  be  contrary  to  all  American 
precedents. 

3.  It  would  cause  antagonism  between  foreign 
powers  and  the  United  States. 

C.  The  establishment  of  a  protectorate  would  be  im- 
practical; for, — 

1.  Protectorates  generally  have  resulted  only 
in,  expense,  confusion,  and  failure. 

2.  The  natives  are  not  capable  of  government, 
even  under  a  protectorate.  This  is  illus- 
trated by  conditions  in  Cuba,  San  Domingo, 
and  the  Five  Indian  Tribes. 

D.  Permanent  possession  is  in  harmony  with  the 
past  policies  in  dealing  with  non-contiguous 
territory. 

I.  Alaska,  Hawaii,  Porto  Rico  are  examples. 

E.  Permanent  possession  is  solving  the  problem  in 
the  Islands;  for, — 


148       THE  HIGH  SCHOOL  DEBATE  BOOK 

1.  Conditions  there  are  rapidly  improving. 

2.  The  policy  is  meeting  with  increased  favor, 
both  at  home  and  abroad. 

II.  Permanent  possession  is  a  direct  benefit  to  the  United 
States;  for, — 

A.  The  Islands  are  valuable  from  a  military  stand- 
point; for, — 

1.  Their  possession  by  a  foreign  foe  would  be 
nothing  less  than  a  catastrophe;  for, — 

a.  It  would  shut  the  United  States  out 
of  the  Eastern  Pacific. 

2.  They   furnish   needed  coaling   and   supply 
stations  for  our  navy. 

S,  They  furnish  a  point  at  which  we   could 
easily  mobilize  an  army. 

B.  The    Islands    are    valuable    from    a    commercial 
standpoint;  for, — 

1.  They  furnish  a  profitable  source  of  trade 
for  the   United   States;   for, — 

a.  They  send  us  much-needed  raw  ma- 
terial, such  as  hemp,  sugar,  lum- 
ber, and  minerals. 

b.  They  purchase  large  quantities  of  our 
finished  products. 

(1)  During  the  last  year  their  im- 
ports from  the  United  States 
amounted  to  many  millions  of 
dollars,  and  the  total  is  con- 
stantly increasing. 

2.  They  will  furnish  a  basis  for  future  Ori- 
ental trade;  for, — 


BRIEFS  149 

a.  They  are  located  at  the  very  door  of 
the  Eastern  markets. 

(1)  American  foreign  trade  of 
the  future  lies  in  the  Orient. 

(2)  All  the  important  nations  of 
the  world  already  possess  val- 
uable trading  stations  in  the 
Pacific. 

III.  Permanent  possession  is  a  benefit  to  the  Islands  them- 
selves; for, — 

A.  Permanent  possession  is  of  great  social  advan- 
tage; for, — 

1.  It  insures  rapid  and  consistent  education  of 
the  population. 

2.  It  insures  improvement  of  sanitary 
conditions. 

3.  It  insures  the  building  of  roads,  and  the 
undertaking  of  extensive  public  works. 

B.  Permanent  possession  is  of  great  political  advan- 
tage; for, — 

1.  It  insures  a  satisfactory  and  proper  form 
of  representative  government,  both  State 
and  local. 

C.  Permanent  possession  would  be  of  great  military 
advantages;  for, — 

1.  It  insures  domestic  tranquillity. 

2.  It  insures  protection  from  foreign  foes. 

D.  Permanent  possession  would  be   of   inestimable 
economic  value;  for, — 

1.  It  is  developing  the  natural  resources  of  the 
Islands. 


150       THE  HIGH  SCHOOL  DEBATE  BOOK 

2.  It  is  increasing  the   foreign  trade  of  the 

Islands. 
S.  It  is  establishing  factories  and  railroads  in 

the  Islands. 

4.  It  is  causing  American  capital  to  flow  into 
the  Islands. 

5.  It  is  giving  employment  to  the  population 
of  the  Islands. 

IV.  The  United  States  is  the  only  nation  that  can  insure 
the  necessary  social,  political,  military,  and  economic 
advantages;  for, — 

A.  The  natives  themselves  can  not  carry  out  the 
necessary  policies  of  government;  for, — 

1.  They  do  not  have  the  requisite  ability. 

B.  Every  colonial  possession  of  foreign  countries  in 
the  tropics  has  resulted,  not  in  the  building  up 
of  the  colony,  but  in  the  exploitation  of  it  by 
the  mother  country.  This  has  been  true  of  Eng- 
land's possessions;  of  Belgium's  possessions; 
and  of  Germany's  possessions. 

NEGATIVE 

I.  Permanent    possession    is    not    in    harmony    with    the 
American  theory  of  government;   for, — 

A.  The  policy  of  the  United  States  has  been  to 
hold  only  territory  lying  within  the  Western 
Hemisphere. 

B.  The  spirit  of  the  Monroe  Doctrine  is  that  Amer- 
ica shall  not  hold  territory  in  the  Eastern 
Hemisphere. 


BRIEFS  151 

C.  The  American  government  is  founded  upon  the 
belief  that  every  voter  shall  have  a  voice  in  the 
government  under  which  he  lives. 
II.  Permanent  possession  would  be  unjust  to  the  inhabit- 
ants of  the  Islands;  for, — 

A.  It   would   deprive   them   of   the    right   of    self- 
government. 

B.  It  would  tend  to  keep  them  in  a  condition  of 
servitude;  for, — 

1.  If  they  became  too  well  educated,  they 
would  be  in  constant  rebellion  against  the 
United  States. 

2.  It  would  take  away  their  incentive  to  be- 
come a  strong  people. 

C.  It  would  be  depriving  them  of  liberty  that  really 
belongs  to  them;  for, — 

1.  The  United  States  has  no  moral  right  to 
the  Islands;  for, — 

a.  They  were  gained  through  conquest 
of  war,  and  might  does  not  make 
right. 

D.  It  would  be  refusing  to  give  them  independence 
that  they  well  deserve;  for, — 

1.  They  have  struggled  valiantly  for  freedom. 
This    was    seen    in   their    struggle    against 
Spain  and  against  the  United  States. 
III.  Permanent  possession  would  be  unwise;  for, — 

A.  It  would  greatly  add  to  national  expenses ;  for, — 
1.  It  would  be  necessary  to  maintain  a  larger 
army;  for, — 

a.  The  Federal  Government  would  never 


152       THE  HIGH  SCHOOL  DEBATE  BOOK 

know  at  what  moment  we  might  be 
called  upon  to  defend  the  Islands. 
In  fact,  America  would  have  to  keep 
a  standing  army  in  the  Islands; 
for, — 

(1)  If  she  did  not,  rebellion  and 
guerilla  warfare  would  be  con- 
stantly breaking  out. 

2.  It  would  be  necessary  to  build  a  larger 
navy;  for, — 

a.  Without  a  strong  Pacific  fleet,  it 
would  be  folly  to  try  to  retain  the 
Islands  permanently. 

3.  It  would  be  necessary  to  construct  extensive 
military  stations  on  the  Islands. 

4.  It  would  be  necessary  to  spend  vast  sums 
in  endeavoring  to  improve  the  Islands; 
for, — 

a.  As  they  now  are  they  would  be  use- 
less to  the  country. 

B.  It  would  tend  to  embroil  the  United  States  in 
Oriental  troubles;  for, — 

1.  Being  a  property  owner  in  the  Orient,  we 
would  inevitably  be  dragged  into  the  con- 
troversies that  constantly  arise  there. 

C.  It  would  eventually  arouse  the  bitter  enmity  of 
European  nations;  for, — 

1.  They  would  believe  that  the  United  States 
was  attempting  to  dominate  the  Orient. 

D.  It    would    certainly    arouse   the    antagonism    of 
China  and  Japan;  for, — • 

1.  Japan   and   China  would   consider   perma- 


BRIEFS  153 

nent  possession  on  the  part  of  the  United 
States  as  an  encroachment  upon  their  ter- 
ritory, just  the  same  as  America  would 
consider  the  occupation  of  Mexico  by  for- 
eign powers  an  infringement  of  the  Mon- 
roe Doctrine. 
IV.  There  is  no  need  for  permanent  possession;  for, — 

A.  The  Filipinos  are  capable  of  self-government; 
for, — 

1.  Many  of  them  are  well  educated. 

2.  They  possess  much  native  ability. 

B.  A  protectorate  system  would  give  the  United 
States  all  the  advantages  of  permanent  posses- 
sion without  incurring  the  evils  of  permanent 
possession;  for, — 

1.  It  would  provide  coaling  and  military  sta- 
tions for  the  United  States  on  the  Islands; 
for, — 

a.  It  is  customary  to  allow  these  privi- 
leges to  the  country  extending  the 
protection. 

2.  It  would  give  the  United  States  preference 
in  commercial  matters;   for, — 

a.  The     natives     would     naturally     be 
brought      in      closer      touch      with 
Americans. 
S.  It  would  give  the  Islands  their  independ- 
ence, and  at  the  same  time  insure  them  ade- 
quate safeguards  against  stronger  powers; 
for, — 

a.  A  protectorate  would  mean  that  the 
natives  could  enjoy  self-government. 


154       THE  HIGH  SCHOOL  DEBATE  BOOK 

while   at   the  same  time   the   United 

States  would  see  to   it  that   foreign 

nations     did  not     prey     upon     the 
Islands. 


GENERAL  REFERENCES 

BOOKS,   PAMPHLETS,   AND  DOCUMENTS 

Atkikson,  Fred  W.  The  Philippine  Islands.  Ginn,  New  York, 
1905. 

Bryan,  William  J.  Republic  or  empire.  The  Philippine  ques- 
tion, Independence  Co.,  Chicago,  1899. 

CoPELAND,  Thomas  Campbell.  American  colonial  handbook. 
Funk  &  Wagnalls,  New  York,  1899. 

Jordan,  David  Starr.  Imperial  democracy.  Appleton,  New 
York,  1899. 

Millard,  Thomas  F.  F.  America  and  the  far  eastern  question. 
Moffat,  New  York,  1909. 

Randolph,  Carman  F.  The  law  and  policy  of  annexation,  with 
special  reference  to  the  Philippines,  together  with  observations  on 
the  status  of  Cuba.     Longmans,  New  York,  1901. 

Schurman,  Jacob  G.  Philippine  affairs;  a  retrospect  and  out- 
look.    Scribner,  New  York,  1902. 

Stuntz,  Homer  C.  The  Philippines  and  the  Far  East.  Eaton, 
New  York,  1904. 

WiLLouGHBY,  WiLLiAM  Franklin.  Territories  and  dependen- 
cies of  the  United  States;  their  government  and  administration. 
Century,  New  York,  1905. 

MAGAZINES 

Ann.  Am.  Acad.  30:  130-34.  Jl.  '07.  Problem  of  the  Philip- 
pines.   L.  L.  Seaman. 

Arena,  25:  577-87.  Je.  '01.  Parallel  between  Rome  and  the 
United  States.     S.  C.  Parks. 

Chaut.  31:  5-7.  Ap.  '00.  In  what  sense  is  annexed  territory 
ours? 


BRIEFS  155 

Fortn.  76:  226-38.    Aug.  '01.    American  imperialism.     S.  Brooks. 

Gunton,  19:  216-Q2.     S.  '00.     Types  of  anti-expansionists. 

Harp.  W.  44:  477.  My.  26,  '00.  Our  future  colonial  policy.  C. 
M.  Depew. 

Ind.  53:  989-01.  My.  2,  '01.  Question  of  the  Philippine  Islands 
and  a  solution.     A.  R.  Jurado. 

Ind.  57:  1001-3.  N.  3,  '04.  American  Imperialism.  G. 
Washburn. 

Nation,  69:  461.  D.  21,  '99.  Our  policy  in  the  Philippines.  H. 
White. 

Nation,  70:  216.     Mar.  22,  '00.     Hole  and  corner  imperialism. 

Nation,  71:  228.  S.  20,  '00.  Cure  for  the  imperial  dog-bite.  J. 
C,  Fraley. 

Nation,  71:  303-4.     O.  18,  '00.     Conquerors  and  conquered. 

19th  Cent.  57:  361-72.  Mar.  '05.  Democracy  and  reaction.  J. 
Morley. 

19th  Cent.  63:  151-65.     Ja.  '08.     True  imperialism.     Curzon. 

19th  Cent.  66:  29-37.  Jl.  '09.  Creed  of  imperialism.  W.  F. 
Lord. 

Outlook,  63:  966-81.  D.  23,  '99.  Territorial  system  for  our  new 
possessions.     H.  K.  Carroll. 

Outlook,  64 :  662-4.     Mar.  24,  '00.     Expansion  but  not  imperialism. 

Outlook,  67:  132.     Ja.  12,  '01.     Expansion  and  growth. 

Outlook,  93:  620-22.     Closed  question. 

Pol.  Scl  Q.  16:  68-78.  Mar.  '01.  How  may  the  United  States 
govern  the  Philippines?    W.  W.  Cook. 

Pol.  Sci.  Q.  23:  47-74  Mar.  '08.  Progress  of  the  Philippino 
toward  self-government. 

B.  of  Bs.  36:  370-72.     S.  '07.     Bryan-Beveridge  debate. 


AFFIRMATIVE  REFERENCES 

Arena,  20:  453-59.  O.  '08.  Duty  of  the  United  States  in  the 
Philippines.     E.  D.  Weed. 

Forum,  26:  641-49.  F.  '99.  Why  the  treaty  should  be  ratified. 
C.  Denby. 

Forum,  29:  401-8.  My.  '00.  Do  we  owe  independence  to  the 
Philippines?     C.  Denby. 


156       THE  HIGH  SCHOOL  DEBATE  BOOK 

Forum,  29:  703-12.  Jl.  '00.  Present  and  future  of  the  Philip- 
pine Islands.     F.  F.  Hilder. 

Ind,  54:  2993-07.  D.  18,  '02.  Russian  view  of  American  im- 
perialism.    F.  de  Martens. 

Ind.  55:  2296-97.     S.  24,  '03.     Exit  and  anti-imperialism. 

Ind.  64:  475-76.     F.  27,  '08.     Philippines  not  for  sale. 

19th  Cent.  48:  393-406.  S.  '00.  American  imperialism.  B. 
Martin,  Jr. 

No.  Am.  166:  757-760.  Je.  '98.  Strategical  value  of  the  Philip- 
pines.    Truxtun  Beale. 

No.  Am.  171:  246-58.  Aug.  '00.  Imperialism  America's  his- 
toric policy.     W.  A.  PeflPer. 

Outlook,  62:  196-98.  My.  27,  '99.  Self-government  for  the  Phil- 
ippine Islands. 

Outlook,  64:  204-5.    Ja.  27,  '00.     Mutually  profitable. 

Outlook,  64:  244-45.     F.  3,  '00.    Self-government  in  the  colonies. 

Outlook,  65:  672-74.     Jl.  21,  '00.     What  is  self-government? 

Outlook,  91 :  75-82.  Ja.  9,  '09.  What  shall  we  do  with  the  Phil- 
ippines?   E.  A.  Filene. 

B.  of  Es.  32:  99-100.    Jl.  '05.    Philippines  for  Americans. 


NEGATIVE  REFERENCES 

Arena,  21:  736-40.  Je.  '99.  The  "National  Duty"  delusion. 
W.  H.  Davis. 

Arena,  23:  1-4.  Ja.  '00.  Why  we  do  not  want  the  Philippines. 
Mrs.  J.  Davis. 

Arena,  23:  458-63.    My.  '00.     Natural  rights  of  self-government. 

Arena,  25:  465-70.  My.  '01.  Will  the  Philippines  pay?  F. 
Doster. 

Arena,  28:  173-78.  Aug.  '02.  Why  I  oppose  our  Philippine  pol- 
icy.    R.  E.  Bisbee. 

Arena,  37:  238-40.  Mar.  '07.  Justice  to  victims  of  mission- 
aries.    R.  L.  Bridgman. 

Arena,  41:  231-33.  F.  '09.  Democracy  of  anti-imperialism.  R. 
E.  Bisbee. 

Cosmopol.  26:  351-54.     Ja.  '99.     Shall  they  be  annexed? 

Gunton,  23:  33-41.     Jl.  '01.     True  Americanism.     G.  F.  Hoar. 


BRIEFS  157 

Harp.  W.  44:  490-01.  My.  26,  '00.  Message  of  McKinley  and 
the  Philippines.    A.  Mabini. 

Nation,  70:  158-59.    Mar.  1,  '00.     Issue  of  imperialism. 

Nation,  81 :  159-60.     Aug.  24,  '05.     Gospel  of  efficiency. 

Nation,  82:  47-8.  Ja.  18,  '06.  Plan  for  independent  govern- 
ment recognized  internationally. 

Nation,  86:  4.     Ja.  2,  '08.     Imperial  fatalism. 

Nation,  86:  415-16.     My.  7,  '08.     Another  weary  Titan. 

No.  Am.  168:  112-20.  Ja.  '99.  Objections  to  the  Philippine  Is- 
lands.   G.  G.  West. 

No.  Am.  175:  811-18.  D.  '02.  Anti-imperialist  faith.  E. 
Winslow. 

No.  Am.  175:  811-18.  D.  '02.  Anti-imperialist  faith.  E. 
Winslow. 

No.  Am.  184:  135-49.  Ja.  18,  '07.  Philippine  independence  — 
when?    J.  H.  Blount. 

No.  Am.  185:  365-77.  Je.  21,  '07.  Philippine  independence  — 
why?    J.  H.  Blount. 

No.  Am.  189:  708-18.  My.  '09.  Conditions  and  the  future  of 
the  Philippines.     E.  Winslow. 

Outlook,  65:  938-40.    Aug.  18,  '00.    Address  on  imperialism. 


PRIMARY,  NOMINATIONS  BY  THE 

Resolved,  That  State,  district,  county,  and  city  officers 
should  be  nominated  by  direct  primaries  held  under  State 
regulation  rather  than  by  delegate  convention. 

BRIEF 
INTRODUCTION 

I.  There  is  at  the  present  time  much  agitation  in  favor 
of  doing  away  with  the  nomination  of  candidates  by 
delegate   convention,   and   substituting   therefor  nom- 
ination by  direct  primary. 
II.  This  agitation  doubtless  had  its  origin  in  the  discovery 
that  under  the  present  system  fraudulent  and  corrupt 
means  are  sometimes  used  to  secure  nominations. 
III.  The  plan  of  nominating  candidates  by  a  delegate  con- 
vention started  in  1824.     According  to  this  plan,  the 
voters  of  a  given  party,  by  means  of  caucuses  held 
in  their  respective  localities,  elected  delegates  to  meet 
in   a   general   convention.     This   convention,   in  turn, 
nominated  candidates  for  the  various  offices.     It  was 
the  intention  of  its   founders  that  the  delegate  con- 
vention should  be  a  representative,  deliberative  body. 
IV.  The  primary  system  of  nomination  is  of  comparatively 
recent  origin.     Under  the  primary  plan  a  voter  wish- 
ing to  become  a  candidate  for  a  given  office  secures  a 
petition  signed  by  a  small  number  of  qualified  voters 
158 


BRIEFS  159 

—  which  petition  contains  announcement  of  his  desire 
to  become  a  candidate.  A  ballot  containing  the  names 
of  all  aspirants  is  prepared,  and  a  general  election 
held,  at  which  the  persons  receiving  the  highest  num- 
ber of  votes  cast  are  declared  the  candidates  for  their 
respective  offices.  The  regular  election  follows  as 
usual. 

AFFIRMATIVE 

I.  The   delegate  convention  system  has  lost  its   democ- 
racy; for, — 

A.  Candidates  are  no  longer  elected  by  the  will  of 
the  majority,  but  receive  their  nominations 
through  the  dictation  of  party  leaders. 

1.  In  the  national  campaign  of  1872,  for  ex- 
ample. General  Grant  found  that  he  was  a 
mere  figurehead;  that  the  party  leaders  dic- 
tated the  nominations. 

B.  It  has  become  customary  for  a  few  leaders  to 
make  out  "  slates,"  assigning  the  places  to  be 
filled  to  certain  persons;  for, — 

1.  By  preparing  such  a  list  in  advance,  they 
can    secure    and    solidify    the    support    of 
enough  candidates  to  give  them  a  majority 
in  the  convention. 
II.  The  delegate  convention  system  has  lost  the  force  of 
its  former  appeal  to  the  mass  of  the  voters;  for, — 
A.  The   conditions   which   formerly  surrounded  the 
convention  have  greatly  changed;  for, — 

1.  To-day  the  average  voter  is  informed 
through  the  daily  newspaper  and  the 
magazines.     He  does  not  have  to  go  to  a 


160       THE  HIGH  SCHOOL  DEBATE  BOOK 

convention  to  deliberate  over  his  political 
views. 
B.  The  imperfect  organization  of  the  delegate  con- 
vention has  become  apparent  to  every  one;  for, — 
1.  It   has    been   customary    for    "bosses"    to 
"  pack "    caucuses    with    disreputable    citi- 
zens.    Then  the  convention  in  turn  is  uti- 
lized by  the  small  coterie  that  dominated 
the   various   caucuses.     The   average   voter 
has  no  voice  in  the  convention. 
III.  The   delegate  convention  system  has  encouraged  po- 
litical corruption;  for, — 

A.  It  has   made   "boss"   rule  comparatively  easy; 
for, — 

1.  A  few  fair  party  leaders,  through  the  aid 
of  their  henchmen,  have  dominated  the 
caucuses  and  controlled  the  delegates  on  the 
convention  floor. 

B.  Corporations  have  found  it  a  simple  matter  to 
bribe  the  political  leaders;  for, — 

1.  Such  leaders,  under  the  delegate  convention 
system,   have   been   far  removed   from  the 
people. 
IV.  The   present   tendency   is   to    give   the   people   direct 
participation  in  governmental  matters;  for, — 

A.  The  authority  to  nominate  the  president  has  been 
taken  from  Congress  and  given  to  the  people. 

B.  The  Australian  ballot  has  been  introduced. 

C.  The     Initiative     and     Referendum     have     been 
provided. 

D.  The  primary  system  of  nomination  has  come  into 
being. 


BRIEFS  161 

V.  The  direct  primary  has  certain  inherent  advantages; 
for, — 

A.  It  gives  proper  expression  to  the  popular  will; 
for, — 

1.  The  voter  can  choose  his  candidate  unmo- 
lested; for, — 

a.  Party  "  bosses  "  are  not  permitted  to 
interfere  with  the  primary. 

B.  It  makes  fitness  for  office,  rather  than  pledges 
to  political  leaders,  the  criterion  by  which  the 
voter  judges  the  candidate. 

C.  It  eliminates  the  intricate  and  vicious  system  of 
party  committees,  which  is  an  inherent  part  of 
the  delegate  convention. 

D.  It  removes  opportunity  for  corruption;  for, — 

1.  Ward  politicians  and  corporations  cannot 
bribe  a  majority  of  the  voters;  for, — 

a.  The  task  is  too  prodigious,  even  to 
them. 

2.  Candidates  for  office  are  compelled  to  pub- 
lish their  campaign  expenses,  and  tell 
from  whom  they  received  campaign 
contributions. 

E.  One  general  primary  takes  the  place  of  many 
caucuses  and  conventions. 

NEGATIVE 

I.  The  primary  system  is  contrary  to  the  present  theory 
of  American  government;  for, — 
A.  It  substitutes  direct  popular  control  for  repre- 
sentative, deliberative  control;  for, — 
11 


162       THE  HIGH  SCHOOL  DEBATE  BOOK 

1.  It  would  eliminate  the  delegate  convention 
system. 

2.  It  would  turn  the  work  of  selecting  candi- 
dates over  to  the  popular  will. 

II.  The  primary  system  is  un-American;  for, — 

A.  While  appearing  to  be  a  democratic  institution, 
it  is,  as  a  matter  of  fact,  thoroughly  undemo- 
cratic ;   for, — 

1.  Candidates  desiring  nominations  are  put  to 
an  enormous  expense;  for, — 

a.  It  is  necessary  to  conduct  a  State- 
wide campaign  even  for  an  insignifi- 
cant office. 

b.  Only  the  rich  or  those  having  the 
support  of  powerful  and  interested 
corporations  can  afford  to  conduct 
successful  primary  campaigns. 

III.  As  a  reform  measure  the  primary  system  is  ineffective; 
for, — 
A.  It  does  not  put  the  best  men  into  office;  for, — 

1.  The  candidate  who  can  make  the  biggest 
showing  before  the  people  captures  the 
vote.  He  may  be  —  in  fact,  often  is  —  a 
mere  demagogue. 

2.  The  primary  is  essentially  undeliberative 
in  character.  It  represents  the  popular 
whim  of  the  moment- — not  the  cool  judg- 
ment of  men  with  years  of  experience  in 
public  affairs. 

3.  Modest,  dignified  citizens  will  not  undergo 
the  "  mud  slinging "  incident  to  primary 
elections  just  to  secure  a  public  office. 


BRIEFS  163 

B.  It  can  not  maintain  the  public  interest;  for, — 

1.  The  people  soon  tire  of  going  to  the  polls 
merely  to  nominate  candidates. 

C.  It  puts  a  premium  on  instability  in  governmental 
matters;  for, — 

1.  A  person  in  order  to  court  popular  favor 
must  respond  instantly  to  the  popular  de- 
mand, even  though  that  demand  be  not  for 
the  best  permanent  good  of  the  community 
or  State;  for, — 

a.  If  he  does  not  agree  with  the  popular 
fancy,   he   cannot   hope   to   be   nom- 
inated at  the  primary. 
IV.  The  primary  system  is  expensive  to  the  State;  for, — 

A.  It  is  equivalent  to  holding  a  general  State 
election. 

B.  The  machinery  necessary  for  it  is  complicated 
and  costly;  for, — 

1.  Ballots  must  be  printed. 

2.  Notices  of  primary  election  must  be  printed. 

3.  Election  officials  must  be  employed. 

V.  The  primary  system  has  signally  failed  when  put  into 
actual  operation;  for, — 

A.  Voters  of  one  party  have  purposely  voted  for 
and  nominated  poor  candidates  on  the  opposing 
ticket,  in  order  to  insure  the  defeat  of  their 
opponents  at  the  regular  election  that  follows. 

B.  The  plan  has  not  brought  forth  as  good  candi- 
dates for  office  as  were  nominated  by  the  delegate 
convention. 

C.  The  plan  has  not  maintained  the  popular  inter- 
est; for, — 


164       THE  HIGH  SCHOOL  DEBATE  BOOK 

1.  When  a  demagogue  was  not  stirring  up  a 
"  scandal/'  the  people  have  not  even  come 
out  to  the  polls  to  vote. 
D.  In  many  places  the  plan  has  enabled  political 
"  bosses  "  to  usurp  positions  of  honor  and  trust 
formerly      occupied      by      honest,      conservative 
citizens. 
VI.  The  objections  urged  against  the  delegate  convention 
are  not  valid;   for, — 

A.  If  corruption  has  existed  in  connection  with 
delegate  conventions,  it  has  been  due  either 

1.  To  a  lack  of  proper  safeguards;  or, — 

2.  To  a  lack  of  public  interest,  neither  of 
which  are  defects  in  the  convention  system 
itself,  and  both  of  which  can  be  reme- 
died without  destroying  the  convention 
system. 

B.  If  caucuses  have  been  "  packed,**  it  has  been  be- 
cause the  people  have  not  cared  enough  about 
affairs  of  government  to  come  out  and  nominate 
candidates;  for, — 

1.  If  the  voters  would  come  to  the  caucuses,  it 

would    be     impossible     for     **  bosses "     to 

"  pack  "  the  meetings. 

V.  The  delegate  convention  system  is   a  vital  part  and 

essential  part  of  the  machinery  of  government;  for, — 

1.  It  gives  a  ballast  and  poise  to  the  popular 
will. 

2.  It  tends  to  check  hasty  and  unwise  action. 

3.  It  substitutes  calm  deliberation  for  popular 
frenzy   and  excitement. 

4.  In  a  word,  it  gives  what  the  framer  of  the 


BRIEFS  165 

constitution     intended     that  the     country 

should      have  —  a     truly  representative 
government. 


GENERAL  REFERENCES 
BOOKS,   PAMPHLETS,   AND  DOCUMENTS 

Fuller,  R.  H.  Government  by  the  people,  etc.,  pp.  31-53. 
Macmillan,  New  York,  1908. 

Merriam,  Charles  Edward.  Primary  elections;  a  study  of  the 
history  and  tendency  of  primary  election  legislation.  University 
of  Chicago  Press,  Chicago,  1908. 

Meyer,  E.  C.  Nominating  systems;  direct  primaries  vs.  con- 
ventions in  the  United  States.  Published  by  author,  Madison, 
1902. 

Michigan  political  sciekce  association.  Papers  and  address 
on  primary  reform,  1905,  Vol.  VI,  No.  1.  Michigan  political  sci- 
ence association,  Ann  Arbor,  1905. 

MAGAZINES 

Ann.  Am.  Acad.  25:  203-17.  Mar.  '05.  Municipal  nomination 
reform.     H.  E.  Deming. 

Am.  M.  67:  407-14.     F.  '09.     Old  order  changeth.     W.  A.  White. 

Arena,  28:  585-95.  D.  '02.  Theory  and  practice  of  the  new  pri- 
mary law.     William  Hemstreet. 

Arena,  29:  71-5.  Ja.  '03.  Primary  election  reform.  Edward 
Insley. 

Arena,  41:  377-78.  Mar.  '09.  Governor  Hughes  on  direct  pri- 
maries. 

Arena,  41:  461-66.  Jl.  '09.  People's  rule  in  Oregon.  C.  H. 
McColloch. 

Arena,  41:  550-56.  Aug.  '09.  Direct  primaries  vs.  boss  rule. 
I.  M.  Brickner. 

Atlan.  79:  450-67.  Ap.  '97.  The  nominating  system.  E.  L. 
Godkin. 

Chaut.  38:  9-10.  S.  '03.  Progress  of  primary  reform.  Clinton 
B.  Rogers. 


166       THE  HIGH  SCHOOL  DEBATE  BOOK 

Har'p.  W.  46:  1070.     Aug.  9,  '02.     Direct  primaries. 

Ind.  52:  2495-97.  O.  18,  '00.  Minnesota's  new  primary  election 
law.     Samuel  M.  Davis. 

Nation,  77:  6-Q.     Je.  '03.     Primary  reform. 

Nation,  79:  290.     O.  13,  '04.     Progress  of  primary  reform. 

Nation,  82:  28-9.     Ja.  11,  '06.     New  phases  of  primary  reform. 

Nation,  89:  46.     Jl.  15,  '09.     Interest  in  direct  primaries. 

No.  Am.  137:  257-69.  S.  '83.  Facts  about  the  caucus  and  the 
primary.     George  Walton  Green. 

B.  of  Rs.  17:  583-89.  My.  '98.  The  movement  for  better  pri- 
maries.    William  H.  Hotchkiss. 

B.  of  Bs.  24:  465-68.  O.  '01.  The  Minnesota  primary  election 
law.     A.  L.  Mearkle. 

World's  Work.  6:  3715-16.  Aug.  '03.  The  progress  of  the  "  di- 
rect primary  reform." 


D.  '09.     Nomination  reform  in  America. 


AFFIRMATIVE  REFERENCES 

Ann.  Am.  Acad.   20:   616-26     N.  '02.     Test  of  the  Minnesota 
primary  election  system.     Frank  M.  Anderson. 

Ann.  Am.  Acad.  20:  640-43.     N.  '02.     County  primary  election. 

Ann.  Am.  Acad.  25:  203-17.     N.  '05.     Municipal  nomination  re- 
form.    Horace  E.  Deming. 

Arena,  35:  587-90.    Je.  '06.     Direct  primaries.     I.  Cross. 

Forum,  33:  92-102.     Mar.  '02.     The  primary  election  movement. 
Albert  Watkins. 

Forum,  42:  493-505. 
C.  R.  Woodruff. 

Ind.  54:  2694-95.     N. 
primary  system.     T.  M. 

Ind.  66:  924-25.     Ap. 

Nation,    33:    486-87. 
primary. 

19th  Cent.  4:  695-712. 
Edward  D.  J.  Wilson. 

Outlook,   57:   950-52. 
M.  Brooks. 

Outlook,  58:   176-77. 
G.  McConachie. 


13,  '02. 
Knapp. 
29,  '09. 
D.    22, 


Results  of  the  Minnesota  direct 


Is  it  a  moral  issue? 
'81.     The    regeneration 


of    the 


O.  '78.  The  caucus  and  its  consequences. 
D.  18,  '97.  The  nominating  ballot.  F. 
Ja.   15,  '98.     The   nominating  ballot.     L. 


BRIEFS  167 

Outlook,  58:  261-62.     Ja.  29,  '98.     An  essential  reform. 

Outlook,  58:  266-68.     Ja.  29,  '98.     Primary  election  reform. 

Outlook,  58:  753-54.     Mar.  26,  '98.     Primary  law  in  Illinois. 

Outlook,  59:  411-12.     Je.  18,  '98.     Primaries  in  Georgia. 

Outlook,  63:  8-9.     S.  2,  '99.     Concurrent  primaries. 

Outlook,  63:  475.  O.  28,  '99.  Direct  primaries  in  Kansas  and 
Missouri. 

Outlook,  65 :  761.     Aug.  4,  '00.     Direct  primaries  make  headway. 

Outlook,  66:  91-2.     S.  8,  '00.     Primaries,  direct  and  indirect. 

Outlook,  66:  861-62.  D.  8,  '00.  Direct  primaries  in  Pennsyl- 
vania. 

Outlook,  67:  477-78.     Mar.  2,  '01.     Direct  primaries  demanded. 

Outlook,  68:  396-99.  Je.  15,  '01.  The  rights  of  man:  a  study  in 
twentieth  century  problems.     Lyman  Abbott. 

Outlook,  70:  745.  Mar.  29,  '02.  Gains  and  losses  for  direct 
primaries. 

Outlook,  72:  486-87.  N.  1,  '02.  Direct  nominations  in 
Massachusetts. 

Outlook,  74! :  537.  Je.  4,  '03.  The  joint  primary  plan  in 
Massachusetts. 

Outlook,  75:  237.     O.  3,  '03.     More  victories  for  direct  primaries. 

E.  of  Rs.  31:  337-41.  Mar.  '05.  Political  movements  in  the 
northwest.     Charles  Baldwin  Cheney. 

NEGATIVE  REFERENCES 

Arena,  30:295-301:     S. '03.     Caucus  or  king.     William  Hemstreet. 

Chaut.  52:  324-26.  N.  '08.  Defects  in  the  direct  nomination 
system. 

Ounton,  14:  155-57.     Mar.  '98.     Reform  of  primaries. 

Gunton,  26 :  23-8.     Ja.  '04.     Caucus  diseases.     William  Hemstreet. 

Ind.  66:  730-32.  Ap.  8,  '09.  How  the  primary  system  works. 
J.  C.  Hemphill. 

Nation,  34:  74-5.  Ja.  26,  '82.  The  primary  in  California.  A. 
B.  Nye. 

Nation,  75:  85-7.     Je.  31,  '02.     Direct  nominations. 

Outlook,  59:  797.  Jl.  30,  '98.  The  dark  side  of  the  direct 
primaries. 

Outlook,  60 :  146.      S.  10,  '98.      Direct  primaries  in  South  Carolina. 


REPEAL  OF   THE   FIFTEENTH  AMENDMENT 
(NEGRO  SUFFRAGE) 

Resolved,    That   the    fifteenth    amendment   to    the   con- 
stitution of  the  United  States  should  be  repealed. 

BRIEF 
INTRODUCTION 

I.  The  question  has  to  do  primarily  with  Section  I  of  the 
fifteenth  amendment  of  the  constitution  of  the  United 
States,  which  reads  as  follows :  "  The  right  of  citizens 
of  the  United  States  to  vote  shall  not  be  denied  or 
abridged  by  the  United  States  or  by  any  State  on 
account  of  race,  color,  or  previous  condition  of 
servitude/' 
II.  The  fifteenth  amendment  was  one  of  three  that  were 
passed  at  the  close  of  the  Civil  War  with  the  purpose 
in  view  of  giving  the  negro  the  same  freedom,  pro- 
tection, and  rights  which  had  theretofore  been  granted 
to  the  whites.  The  particular  amendment  under  dis- 
cussion relates  to  the  negro's  right  of  suffrage. 
III.  Ever  since  the  passage  of  the  measure  there  have 
been  those  who  have  insisted  that  the  action  was  un- 
warranted and  inadvisable.  The  years  intervening 
since  the  passage  of  the  act  have  not  lessened  dis- 
cussion relative  to  the  matter. 
168 


BRIEFS  169 

AFFIRMATIVE 

I.  The    circumstances    surrounding   the   passage    of   the 
amendment  were  unfortunate;   for, — 

A.  Congress  was  deeply  embittered  toward  the 
South;   for, — 

•  1.  The  Civil  War  was  scarcely  closed. 

2.  Lincoln  had  just  been  assassinated. 

B.  Very  little  time  was  given  to  deliberation;  for, — 

1.  The  amendment  was  looked  upon  as  a  final 
war   measure. 

C.  The  protests  of  the  Southern  States  were  given 
no  consideration;  for, — 

1.  The   South  was  forced  to  choose  between 
accepting    the    amendments    or    losing    the 
right  of  suffrage. 
II.  The  amendment  was  forced  through  Congress  largely 
by  two  classes  of  people: 

A.  The  "  carpet  baggers,"  who  wished  to  use  the 
negro  votes  as  political  power  to  crush  the 
southern  democrats. 

B.  A  few  sentimentalists  who  were  willing  to  give 
the  negro  anything  that  a  person  would  suggest. 

III.  The  passage  of  the  amendment  was  inadvisable  from 

the  standpoint  of  the  negro;  for, — 

A.  It  placed  him  upon  apparent  political  equality 

with  the  white  man,  a  place  which  in  the  very 

nature   of  things   he   could   not  fill   acceptably; 

for, — 

1.  The    centuries    of    savagery    and    slavery 
through  which  he  had  just  passed  were  not 
,  the  proper  training  for  citizenship. 


170       THE  HIGH  SCHOOL  DEBATE  BOOK 

2.  He  did  not  have  the  slightest  conception 
of  what  was  expected  of  him. 

3.  No  preparatory  training  of  any  kind  had 
been  provided  for  him. 

4.  His  attempts  to  exercise  his  right  of  suf- 
frage angered  the  South  and  eventually  dis- 
gusted the  North. 

IV.  The  passage  of  the  amendment  was  inadvisable  from 
the  standpoint  of  the  South;  for, — 

A.  It  created  immediate  hostility  between  the  south- 
ern whites  and  blacks;  for, — 

1.  The  whites  knew  from  experience  that  the 
negroes  were  not  capable  of  handling  the 
ballot   intelligently. 

B.  It  caused  misunderstanding  between  the  North 
and  South  that  has  taken  years  to  efface. 

V.  The  passage  of  the  amendment  was  inadvisable  from 
the  standpoint  of  the  North;  for, — 

A.  It  created  much  sentimental  feeling  favorable 
to  the  negro,  that  in  after  years  was  proved  to 
be  not  only  misdirected,  but  positively  harmful. 

B.  It  led  the  North  to  believe  that  the  South  was 
endeavoring  to  shirk  its  duty  so  far  as  the  wel- 
fare of  the  negro  was  concerned. 

VI.  Present  conditions   have  proved  that  the  amendment 
is  working  great  injury;  for, — 
A.  The  negro  has  clearly  shown  himself  incapable 
of  handling  the  ballot;  for, — 

1.  He   is   easily   bribed. 

2.  He  shows  no  judgment  or  intelligence  in 
voting. 

S.  He  is  the  prey  of  the  political  demagogue. 


BRIEFS  171 

B.  Race  hatred  between  southern  whites  and  negroes 
is  constantly  increasing;  for, — 

1.  The  insolent  attempts  of  negroes  to  dom- 
inate elections  stirs  the  anger  of  the  whites. 

2.  The  whites  will  never  submit  to  negro  dom- 
ination in  political  matters. 

C.  It  is  creating  a  disrespect  for  law  of  the  con- 
stitution; for, — 

1.  In  some  of  the  States  schemes  have  been 
devised  for  defeating  the  purposes  of  the 
amendments. 

2.  In  other  States  the  measure  remains  almost 
as  a  dead  letter  on  the  statute  book. 

3.  Federal  officials  dare  not  insist  upon  an 
enforcement  of  the  measure;  for, — 

a.  It  would  result  in  rioting  and  blood- 
shed throughout  the  entire  South. 


NEGATIVE 

I.  The  basic  principle  of  the  amendment  is  just;  for, — 
A.  The  mere  color  of  a  man's  skin  should  be  no 
reason  for  denying  him  the  right  of  franchise; 
for, — 

1.  He  may  be  as  worthy  as  men  of  other  color. 

2.  He  may  be  as  well  educated  as  men  of  other 
races  are. 

II.  The  passage  of  the  amendment  was  advisable;  for, — 
A.  It  was  necessary  for  the  North  to  take  definite 
stand  in  favor  of  the  negro;  for, — 

1.  The  South  would  have  been  glad  to  keep 
the  negro  in  a  condition  of  servitude. 


172       THE  HIGH  SCHOOL  DEBATE  BOOK 

B.  It  was  the  duty  of  the  North  to  assure  the  negro 
the  same  rights  and  immunities  that  it  did  the 
whites. 

C.  If  the  amendment  had  not  been  passed  at  the 
time  it  was,  it  doubtless  would  have  resulted  in 
increased  animosity  between  the  North  and 
South;   for, — 

1.  As  the  South  gained  in  strength  it  would 
have    opposed    with    increasing    bitterness 
any  attempt  to  pass  any  measure  looking 
to  the  betterment  of  the  negro's  condition. 
III.  The  argument  that  because  some  negroes  are  not  able 
to  exercise  wisely  the  right  of  suffrage,  all  of  them 
should  be  disfranchised,  is  not  valid;  for, — 
A.  There  are  many  whites  who  do  not  know  how 
to   use  their  ballots   wisely,  yet  no   one  argues 
for   a   total   disfranchisement   of   all  whites   on 
that  ground. 
IV.  The  negroes  are  fast  learning  the  duties  of  citizen- 
ship; for, — 

A.  Many  of  them  vote  intelligently;  for, — 

1.  An   increasingly  large  number   are   gradu- 
ates of  schools  and  colleges. 

B.  They  are  intensely  patriotic  and  loyal. 

C.  For  the  most  part,  they  are  industrious  and  law 
abiding. 

V.  The  argument  that  the  fifteenth  amendment  has  cre- 
ated  hostility   between   the   negro    and   the    southern 
whites  is   not  valid;   for, — 
A.  The    southern  whites   always   have   been  hostile 
toward  the  negro.     It  took  a  civil  war  to  make 
them  release  him  from  actual  slavery. 


BRIEFS  173 

VI.  The  repeal  of  the  amendment  at  this  time  would  be 
especially  inadvisable;  for, — 

A.  It  would  be  unwarranted;  for, — 

1.  The  South  is  not  suffering  on  account  of 
amendment. 

B.  It  would  create  immediate  hostility  between  the 
southern  whites  and  the  negroes;  for, — 

1.  The  latter  would  know  that  they  were  be- 
ing deprived  of  one  of  their  privileges 
which  rightfully  belongs  to  them. 

C.  It  would  be  opposed  to  all  precedents  in  Ameri- 
can history;  for, — 

1.  No  part  of  the  constitution  has  ever  been 
repealed. 

2.  It  is  highly  desirable  that  there  be  as  few 
changes  as  possible  in  the  constitution; 
for, — 

a.  It  is  the  fundamental  law  of  the  land 
and  should  not  be  changed. 
VII.  If    disfranchisement   is    at    all   necessary,    it    should 
come  in  such  a  form  as  to  apply  equally  to  whites 
and  blacks;  for, — 
A.  An    ignorant    voter    is     dangerous     no    matter 
whether  he  be  white  or  black;  for, — 

1.  Ignorance  is  no  respecter  of  the  color  line. 

GENERAL  REFERENCES 
BOOKS,  PAMPHLETS,  AND  DOCUMENTS 

Beown,  William  Garrott.  The  lower  south  in  American  his- 
tory, pp.  245-271.     Macmillan,  New  York,  1902.     ' 

Murphy,  Edgar  Gardner.  Problems  of  the  present  South. 
Macmillan,  New  York,  1904. 


174       THE  HIGH  SCHOOL  DEBATE  BOOK 

PiLLSBURY,  Albert  E.  The  disfranchisement  of  the  negro. 
George  H.  Ellis  Co.,  Boston,  1903. 

Sinclair,  William  A.  The  aftermath  of  slavery.  Small,  May- 
nard  &  Co.,  Boston,  1905. 

MAGAZINES 

Chaut,  37:  .931-32.  Je.  '03.  Fifteenth  amendment  and  the 
negro. 

Chaut.  37:  332.     Jl.  '03.     Reconstruction  law  annulled. 

Forum,  29:  720-25.  Aug.  '00.  Negro  problem  in  the  south.  C. 
H.  Grosvenor. 

Forum,  30:  215-19.  O.  '00.  Negro  problem  in  the  south. 
W.  O.  Underwood. 

Ounton,  24:  544-46.     Je.  '03.     Negro  suifrage  in  the  south. 

Gunton,  25:  95-101.     Aug.  '03.     Suffrage  and  representation. 

Ounton,  27:  453-62.  N.  '04.  Shall  we  have  a  sixteenth 
amendment? 

Har'p.  W.  48:  438.  Mar.  19,  '04.  Negro  and  the  fourteenth 
amendment.     H.  Alexander. 

Har'p.  W,  49 :  80-81.  Ja.  21,  '05.  Southern  view  of  the  fourteenth 
amendment. 

Ind.  60:  151-54.  Ja.  18,  '06.  Southern  representation  in  Con- 
gress.    S.  J.  Bowie. 

Nation,  77:  187.  S.  3,  '03.  Unconstitutional  abridgment  of  suf- 
frage.    I.  W.  Griscom. 

Nation,  81:  4-5.     Jl.  6,  '05.     Franchise  in  Maryland. 

Outlook,  74:  399-403.     Je.  13,  '03.     Negro  suffrage  in  the  south. 

Outlook,  74:  632-35.  Jl.  11,  '03.  Educational  solution  of  the 
negro  problem. 

Outlook,  79:  11-15.  Ja.  7,  '05.  Reduction  of  southern  repre- 
sentatives in  Congress. 

Outlook,  79:  169-71.  Ja.  21,  '05.  Reduction  of  representation  in 
the  south.     J.  B.  Knox. 

Outlook,  79:  1047-49.  Ap.  29,  '05.  Is  the  negro  disfranchised? 
W.  H.  Smith. 

Outlook,  87:  63-6.  S.  14,  '07.  Suffrage  in  Georgia.  A.  J. 
Kelway. 

B.  of  Rs.  22:  273-75.  S.  '00.  Suffrage  amendments  in  the 
south. 


BRIEFS  175 

R.  of  Rs.  26:  656-^8.     D.  '02.     South  and  negro  suffrage. 

Scrib.  M.  36:  15-24.  Jl.  '04.  Disfranchisement  of  the  negro. 
T.  N.  Page. 

World's  Work,  6:  3491-92.  Je.  '03.  Supreme  court  and  negro 
suffrage. 

AFFIRMATIVE  REFERENCES 

Ann.  Am.  Acad.  15,  493-97.  My.  '00.  Lynching  and  the  fran- 
chise rights  of  the  negro. 

Arena,  31:  481-88.  My.  '04.  Has  the  fifteenth  amendment  been 
justified?    J.  E.  Boyle. 

Cent.  72:  101-111.  My.  '06.  Reflex  light  from  Africa.  Charles 
Francis  Adams. 

Chaut.  37:  20-31.     Je.  '03.     Failure  of  negro  suffrage. 

Forum,  14:  797-804.  F.  '93.  Negro  suffrage  a  failure:  shall  we 
abolish  it?     John  C.  Wickliffe. 

No.  Am.  175:  534-43.  O.  '02.  Suffrage  restriction  in  the  south: 
its  causes  and  its  consequences.     C.  H.  Poe. 

No.  Am.  188:  92-100.  Jl.  '08.  Repeal  of  the  fifteenth  amend- 
ment.    T.  B.  Edgington. 

Outlook,  73:  950-52.  Ap.  25,  '03.  A  national  problem.  Lyman 
Abbott. 

Outlook,  74:  ia-14.     My.  2,  '03.     Suffrage  for  the  negro. 

Outlook,  74:  2Q^6Q.  My.  30,  '03.  Lincoln's  position  and  the 
reconstruction. 

Outlook,  82:  69-73.  Ja.  13,  '06.  President  Johnson  and  negro 
suffrage.     J.  Schouler. 

NEGATIVE  REFERENCES 

Am.  J.  Soc.  6:  248-54.  S.  '00.  Fourteenth  amendment  and  the 
race  question.     M.  West. 

Atlan.  88:  433-37.  O.  '01.  Reconstruction  and  disfranchise- 
ment. 

Atlan.  94:  72-81.  Jl.  '04.  Why  disfranchisement  is  bad.  A. 
K.  Grimke. 

Harp.  W.  47:  1144.  Jl.  11,  '03.  Discussion  of  the  fifteenth 
amendment. 


176       THE  HIGH  SCHOOL  DEBATE  BOOK 

Ind.  55:  400-1.     F.  12,  '03.     Is  negro  suffrage  a  failure? 

Ind.  55:  1277-78.  My.  28,  '03.  Shall  the  fifteenth  amendment 
be  repealed? 

Ind.  55:  2021-54.  Aug.  27,  '03.  Enfranchisement  no  blunder. 
J.  W.  Hood. 

Nation,  76:  144.     F.  19,  '03.     Reaction  towards  slavery. 

Nation,  77:  28.  Jl.  9,  '03.  Constitutional  government  and  the 
alternative.     I.  W.  Griscom. 

Nation,  77:  182.     S.  3,  '03.     Caste  notion  of  suffrage. 

Outlook,  74:  280-81.  My.  SO,  '03.  Mr.  Beecher  on  reconstruc- 
tion.    Henry  Ward  Beecher. 


SALOON  AS  A  SOCIAL  FACTOR 

Resolved,  That  as  society  is  constituted  at  present,  the 
liquor  saloon  performs  desirable  social  functions. 

BRIEF 
INTRODUCTION 

I.  The  liquor  saloon  has  always  been  a  source  of, 
contention. 
II.  The  root  of  the  controversy  apparently  is  found  in 
the  fact  that  great  evil  has  resulted  from  excessive 
drinking  in  such  saloons.  As  a  consequence,  many 
thoughtful-minded  citizens  bitterly  oppose  the  exist- 
ence of  the  liquor  saloon. 
III.  It  is  admitted  by  both  sides,  however,  that  the  question 
under  discussion  is  confined  wholly  to  the  social  aspect 
of  the  liquor  saloon,  and  the  fact  that  it  also  admin- 
isters to  man's  physical  desire  for  intoxicants,  does 
not  in  itself  form  a  part  of  the  discussion. 

AFFIRMATIVE 

I.  The  liquor  saloon  offers  a  practical  social  retreat  to 
which  all  classes  can  go;  for, — 

A.  It   is    a   place   of   meeting   where   every   one   is 
welcome. 

B.  It  is  a  place  in  which  the  rich  and  the  poor  are 

on  a  par  for  the  time  being. 
12  177 


178        THE  HIGH  SCHOOL  DEBATE  BOOK 

C.  It  is  a  place  to  which  persons  can  always  go, 
either  as  individuals  or  in  groups. 

D.  It  maintains  hours  that  are  suited  to  all  classes. 

E.  It  furnishes  sociability  at  a  minimum  cost;  for^ — 

1.  There  is  no  paying  of  admission  or  com- 
pulsory buying. 
II.  The  liquor  saloon  stimulates  social  fellowship;  for, — 

A.  It     often     provides     separate     lounging-rooms ; 
for, — 

1.  The    proprietors    desire    to    cultivate    the 
good-will  of  the  men. 

2.  The  proprietors  wish  to  administer  to  the 
comforts  of  their  patrons. 

B.  It  maintains  requisites  for  social  entertainment; 
for, — 

1.  The  place  is  made  headquarters  for  athletic 
information   of   all  kinds;   for, — 

a.  Bulletin  boards  are  kept  on  which 
can  be  found  telegraphic  reports  of 
practically  every  athletic  contest  of 
importance. 

b.  Athletic  trainers  and  those  personally 
interested  gather  to  converse. 

2.  Daily  papers  and  magazines  are  found  on 
the  reading  tables. 

3.  Card  rooms  can  be  had  for  the  asking. 

4.  The  place  is  made  the  centre  of  political 
information;  for, — 

a.  Practical  politicians  there  come 
together. 

b.  The  men  talk  freely  of  political  situ- 
ations and  candidates. 


BRIEFS  179 

5.  Lunches  are  often  provided;  sometimes 
free,  sometimes  at  actual  cost. 

6.  Adjacent  rooms  for  lodge  and  other  meet- 
ings are  maintained. 

7.  There  is  absolute  social  freedom,  so  long 
as  one  person  does  not  transgress  the  rights 
of  another. 

III.  The  liquor  saloon  contributes  certain  additional  social 
benefits;  for, — 

A.  It  serves  in  the  capacity  of  a  free  labor  bureau; 
for, — 

1.  Contractors  and  employers,  seeking  each 
other,  congregate  there. 

2.  The  proprietors  keep  well  informed  as  to 
the  needs  of  employers  and  those  looking 
for  employment. 

B.  It  provides  a  place  where  men  may,  during  the 
cold  weather,  find  relief  from  the  cold. 

C.  It  meets   social   needs   that   are   supplied  in   no 
other  way;  for, — 

1.  The  church  does  not  meet  them;  for, — 

A.  Its  principal  object  is  to  emphasize 
and  stimulate  the  religious  side  of 
man's  nature. 

2.  Clubs,  lodges,  and  similar  organizations  do 
not  meet  them;  for, — 

a.  They  all  cover  more  or  less  restricted 
fields;  for, — 

(1)  Their    memberships    are    lim- 
ited. 

(2)  Their   times    of   meeting    are 
limited. 


180        THE  HIGH  SCHOOL  DEBATE  BOOK 

(3)  They  charge   fees   or   annual 
dues. 

(4)  Their  places   of  meeting  are 
limited. 

D.  It  makes  men  more  sympathetic  and  charitable; 
for, — 

1.  At  the  liquor  saloon  all  men  mingle  unre- 
servably.     They  are  all  placed  on  a  com- 
mon footing. 
IV.  The  argument  that  society  might  be  able  to  meet  the 
social   needs    of   all   classes   were  the   saloons   to   be 
abolished,  is  not  valid;  for, — 

A.  The  question  under  discussion  is  properly  con- 
fined to  conditions  as  they  exist  at  the  present 
time. 

B.  Facts  show  that  society  is  not  administering  to 
the  social  needs  in  ways  that  the  saloon  does; 
for, — 

1.  No    adequate    provision    is    made    to    meet 
man's  social  wants. 

2.  The  fact  is  that  men  do  go  to  the  liquor 
saloons  to  find  satisfaction  for  their  wants. 


NEGATIVE 

I.  The  liquor  saloon  is  not  the  proper  place  in  which 
social  instincts  should  be  nurtured;  for, — 
A.  The  atmosphere  of  the  liquor  saloon  is  unques- 
tionably immoral  and  degrading;  for, — 

1.  The  worst  types  of  men  are  found  there. 

2.  No  attempt  is  made  to  maintain  order  or 
decency. 


BRIEFS  181 

3.  Temptations  of  every  kind  are  placed  in 
the  patrons'  ways. 
B.  Saloonkeepers  are  not  desirable  persons  to  mould 
American  social  life;  for, — 

1.  They  have  no  thought  of  the  moral  welfare 
of  those  who  frequent  saloons. 

2.  They  have  no  concern  for  their  patrons, 
except  to  secure  as  much  of  their  money  as 
possible. 

II.  The   liquor   saloon   breeds    a    degenerate    social   life; 
for, — 

A.  It  has  a  tendency  to  detract  from  a  man's  home 
affairs;  for, — 

1.  He  soon  forms  the  habit  of  spending  his 
evenings  at  the  saloon. 

B.  It  encourages  shif tlessness ;  for, — 

1.  Men  loaf  at  saloons  when  they  should  be 
working. 

C.  It  breaks  down  a  man*s  strength  of  character; 
for, — 

1.  The  coarser  things  of  life  are  constantly 
emphasized  around  a  saloon,  so  that  soon 
all  desire  that  a  man  may  have  to  cultivate 
the  better  qualities  of  his  nature  is  crushed 
out. 

D.  It  causes  a  man  to  lose  his  self-respect;  for, — 

1.  He  gradually  grows  to  consider  himself  no 
better  than  the  loafers  who  frequent  the 
saloons. 

E.  It  causes   a  person's  friends  to  lose  confidence 
in  him;  for, — 

1.  They    can    not    tell    at    what    moment    he 


182        THE  HIGH  SCHOOL  DEBATE  BOOK 

will  yield  to  one  of  the  manifold  tempta- 
tions that  surround  him  in  the  saloon. 
F.  It  places   a  negative  value  on  the  influence   of 
religion  in  a  man's  life;  for, — 

1.  Church  membership  is  a  subject  for  jests. 

2.  Ministers  are  held  up  to  ridicule. 

III.  The  liquor  saloon  constantly  encourages  wrong-doing; 
for, — 

A.  It  is  conducive  to  intemperate  drinking;  for, — 

1.  No  restrictions  are  placed  upon  the  amount 
a  man  shall  drink. 

2.  It  is  considered  no  disgrace  to  be  drunk. 
S.  Social  treating  by  friends  leads  to  excessive 

drinking. 

B.  It  gives  a  strong  impetus  to  gambling;  for, — 

1.  All    the    essentials    to    gambling    are    fur- 
nished; for, — 

a.  Rooms,  cards,  and  tables  are  free. 

b.  Professional  gamblers  haunt  the  sa- 
loons night  and  day. 

C.  It  encourages  crime ;  for, — 

1.  Criminals  are  permitted  to  lounge  around 
the  saloons  and  wait  for  victims. 

2.  Criminals  find  the  saloons  ideal  resorts  in 
which  to  plan  crimes  of  all  sorts. 

D.  It  puts  a  premium  on  vice,  and  deprecates  those 
things  that  go  to  make  up  a  well-rounded  life; 
for, — 

1.  Profanity  is  constantly  heard. 

2.  Drunkenness  is  common. 

3.  Coarseness  and  vulgarity  are  seen  on  every 
hand. 


BRIEFS  183 

IV.  There  is  no  real  necessity  for  the  social  life  of  the 
liquor  saloon;  for, — 

A.  Most  citizens  have  homes  to  which  they  can  go, 
and  they  should  find  their  social  pleasure  with 
their  families. 

B.  Adequate  social  stimulus  for  those  who  do  not 
have  homes  can  be  found  in  lodges,  church  ac- 
tivities, public  libraries,  Y.  M.  C.  A.  rooms,  thea- 
tres, and  the  like. 


GENERAL  REFERENCES 

BOOKS,   PAMPHLETS,   AND  DOCUMENTS 

Allen's  M.  M.  Alcohol  a  dangerous  and  unnecessary  medicine. 
W.  C.  T.  U.,  New  York,  1900. 

Billings,  J.  S.,  and  others.  (The)  liquor  problem.  Houghton, 
Boston,  1905. 

Burns,  Caine,  and  Hoyle.  Local  option.  Sonnenschein,  Lon- 
don, 1896. 

Edwards,  R.  H.  (The)  liquor  problem.  (Studies  in  American 
social  conditions.  No.  1.)     Published  by  author,  Madison,  1908. 

Freeman,  Rev.  J.  E.  If  not  the  saloon  —  what?  the  point  of 
view  and  the  point  of  contact.     Baker,  New  York,  1903. 

Henderson,  C.  R.  "  Preventive  agencies  and  methods."  (In 
Henderson,  C.  R.,  edition,  correction  and  prevention.  Vol.  Ill,  pp. 
199-232.)     Russell-Sage  foundation.  New  York,  1910. 

HoMAN,  J.  A.  Prohibition.  Christian  liberty  bureau,  Cincin- 
nati (n.  d.). 

Koren,  John.  Economic  aspects  of  the  liquor  problem. 
Houghton,  Boston,  1899. 

MiJNSTERBERG,  HuGo.  American  problems  from  the  point  of 
view  of  a  psychologist,  pp.  67-102.     Moffat,  New  York,  1910. 

Warner,  H.  S.  Social  welfare  and  the  liquor  problem.  Inter- 
collegiate prohibition  association,  Chicago,  1909. 


184        THE  HIGH  SCHOOL  DEBATE  BOOK 

MAGAZINES 

Ann.  Am.  Acad.  32:  482-96.  N.  '08.  Work  of  the  anti-saloon 
league.    J.  C.  Jackson. 

Ann.  Am.  Acad.  32:  531-38.  N.  '08.  Saloon  problem.  H.  F. 
Fox. 

Ann.  Am.  Acad.  32:  582-90.  N.  '08.  Business  test  of  prohibi- 
tion.   A.  R.  Heath. 

Ann.  Am.  Acad.  32:  591-97.  N.  '08.  Economic  aspects  of  pro- 
hibition.   A.  A.  Hopkins. 

Arena,  40:  325-30.  O.  '08.  March  of  temperance.  P.  G. 
Wallmo. 

Allan.  94:  240-48.  Aug.  '04.  Concerning  temperance  and  judg- 
ment to  come.    M.  B.  Dunn. 

Atlan.  95:  302-8.  Mar.  .'05.  Drift  away  from  prohibition.  F. 
Foxcroft. 

Cent.  76:  462-66.    Jl.  '08.     South  and  the  saloon.     W.  G.  Brown. 

Char.  20:  525-26.     Aug.  1,  '08.     Saloon  commission. 

Char.  R.  9:  500-7.  Ja.  '00.  Penal  aspects  of  drunkenness.  E. 
Cummings. 

Chaut.  36:  355.     Ja.  '03.    Will  prohibition  be  abandoned? 

Chaut.  37:  11.     Ap.  '03.     State  prohibition  discarded  by  Vermont. 

Chaut.  39:  347-50.  Je.  '04.  Railroad  temperance  regulations. 
W.  E.  Johnson. 

Cur.  Lit.  44:  347-50.    Ap.  '08.    Prohibition  tidal  wave. 

Ind.  53:  2722-23.     N.  14,  '01.     Liberal  excise  law. 

Ind.  65:  243-46.  Jl.  30,  '08.  Anti-saloon  league.  F.  C. 
Lockwood. 

Ind.  65:  589-96.    S.  10,  '08.    What  I  know  about  saloons. 

Ind.  65:  988-93.     O.  29,  '08.    A  little  more  about  saloons. 

McClure,  32:  419-26.  F.  '09.  Scientific  solution  of  the  liquor 
problem.     H.  S.  Williams. 

McClure,  33:  528-43.  S.  '09.  Beer  and  the  city  liquor  problem. 
G.  K.  Turner. 

Outlook,  65:  675-76.    Jl.  21,  '00.    Sensible  temperance. 

Outlook,  66:  100-1.  S.  8,  '00.  Intemperate  methods  of  temper- 
ance reformers. 

Outlook,  66:  707-7.  N.  17,  '00.  996-9.  D.  22,  '00.  Temperance 
text-books. 


BRIEFS  185 

Outlook,  70:  115-6.    Ja.  11,  '02.     Two  temperance  experiments. 

Outlook,  70:  124-28.  Ja.  11,  '02.  Rescue  of  a  neighborhood. 
A.  P.  Doyle. 

Outlook,  73:  415.  F.  21,  '03.  Prohibition  and  law  enforcement 
in  Maine. 

Outlook,  73:  699.  Mar.  28,  '03.  New  Hampshire  abandons 
prohibition. 

Outlook,  73:  864-68.  Ap.  11,  '03.  Why  prohibitionists  are  dis- 
couraged.    O.  W.  Stewart. 

Outlook,  73:  868-73.     Ap.  11,  '03.     Pro  and  con. 

Outlook,  88:  9-10.     Ja.  4,  '08.     Preparations  for  prohibition. 

Outlook,  88:  524.     Mar.  7,  '08.     Chicago's  Sunday  closing  fight. 

Outlook,  88:  581-82.    Mar.  14,  '08.     Saloon  in  the  south. 

Outlook,  91 :  C12-13.    Mar.  20,  '09.     Saloon  on  Sunday. 

Outlook,  91 :  758-59.    Ap.  3,  '09.     To  limit  Sunday  liquor  selling. 

R.  of  Bs.  23 :  259-CO.     Mar.  '01      American  temperance  movement. 

B.  of  Bs.  37:  468-76.  Ap.  '08.  Nation's  anti-drink  crusade. 
F.  C.  Iglehart. 

B.  of  Bs.  39:  601-4.  My.  '09.  Another  year  of  defeat  for  the 
American  saloon.     F.  C.  Iglehart. 

Scrib.  M.  29:  5T1-79.     My.  '01.     Saloons.     R.  A  Stevenson. 

World  To-Day,  11:  848-50.  Aug.  '06.  Work  of  the  anti-saloon 
league.    W.  F.  McClure. 

World  To-Day,  15:  1257-60.  D.  '08.  Modern  temperance  move- 
ment.   J.  K.  Shields. 

World's  Work.  16:  10303-4.  Je.  '08.  Will  prohibition  fail 
again? 


AFFIRMATIVE  REFERENCED 

Am.  J.  Soc.  3:  1-12.  Jl.  '97.  Social  value  of  the  saloon.  E.  C. 
Moore. 

Am.  J.  Soc.  6:  11-15.  Jl.  '00.  One  aspect  of  vice.  E.  C. 
Moore. 

Arena,  39:  315-18.  Mar.  '08.  Sixty  years'  futile  battle  of  legis- 
lation with  drink.     P.  Rappaport. 

Char.  19:  1603-4.     F.  15,  '08.     Brewers'  positions.     H.  F.  Fox. 

Char.  19:  1736-37.    Mar.  14,  '08.     Social  control  of  saloons. 


186       THE  HIGH  SCHOOL  DEBATE  BOOK 

Char.  20  i  682.  S.  5,  '08.  Give  the  brewers  a  chance.  L.  H. 
Schwab. 

Char.  21:  487-88.     D.  26,  '08.     Liquor  dealers'  view. 

Char.  21:  121-23.  Ja.  23,  '09.  Brewers  as  reformers.  H.  F. 
Fox. 

Cosmopol.  44:  558-60.  My.  '08.  Temperance  or  prohibition. 
G.  Pabst. 

Cur.  Lit.  34:  217-18.  F.  '03.  Temperance  reform.  W.  O, 
Atwater. 

(Same  — Outlook,  72:  678-83;  732-37.     N.  22-29,  '02.) 

Cur.  Lit.  44:  304.  Mar.  '08.  Christian  ministers'  defence  of 
strong  drink. 

Harp.  W.  52:  6-7.  [numbered  by  weeks]  Ap.  25,  '08.  Fight 
against  alcohol. 

Harp.  W.  52:  9.  [numbered  by  weeks]  F.  1,  '08.  Liquor  men's 
license  law. 

Ind.  53:  341-2.     F.  7,  '01.     Saloon  and  its  competitors. 

Ind.  63:  564-67.  S.  5,  '07.  Growth  of  prohibition  and  local  op- 
tion.    J.  F.  O'Reilly. 

McClure,  31:  438-44.  Aug.  '08.  Prohibition  and  social  psychol- 
ogy.    H.  Miinsterberg. 

Munic.  affairs,  1:  576-77.     S.  97.     Social  value  of  the  saloon. 

Munic.  affairs,  5:  876-80.  D.  '01.  Social  function  of  the  saloon. 
F.  Adler. 

19th  Cent.  65:  994-1004.  Je.  '09.  Future  of  the  public  house. 
E.  Barclay. 

No.  Am.  188:  910-17.  D.  '08.  Salient  weaknesses  of  prohibition 
in  the  light  of  Christian  ethics.     P.  G.  Duffy. 

Outlook,  69:  115-18.  S.  14,  '01.  Why  working  men  drink.  G. 
L.  McNutt. 

Outlook,  72:  678-83.  N.  22,  '02:  732-37.  N.  29,  '02.  Temper- 
ance reform.     W.  O.  Atwater. 

(Same,  cond.— Cur.  Lit.  34:  217-18.     F.  '03.) 

Outlook,  73:  857-59.  Ap.  11,  '03.  Prohibition  or  temperance, 
which? 

Outlook,  76:  788-93.  Ap.  2,  '04.  Competing  with  the  saloon. 
W.  H.  Tolman. 

Outlook,  77 :  872-74.     Aug.  13,  '04.     Subway  tavern,  an  experiment. 


BRIEFS  187 

World's  Work,  4:  2295-97.     JI.  '02.     Lifting  up  the  liquor  sa- 
loon.    W.  H.  Tolman. 


NEGATIVE  REFERENCES 

Ann.  Am.  Acad.  16:  494-97.  N.  '00.  Unique  public  trust  to  re- 
duce the  evils  of  alcoholism. 

Ann.  Am.  Acad.  32:  576-81.  N.  '08.  Prohibition  as  a  present 
political  platform.     W.  G.  Calderwood. 

Arena,  38:  610-19.  D.  '07.  One  hundred  years'  battle  with  the 
poison  trust.     C.  R.  Jones. 

Allan.  101:  Q24i-29.  Je. '08.  Broader  motive  for  school  hygiene. 
W.  H.  Allen. 

Char.  19:  1441-42.     Ja.  25,  '08.     Onslaught  on  the  saloon. 

Char.  20:  154.  My.  2,  '08.  Prohibition  and  southern  local  prob- 
lems.    F.  H.  McLean. 

Char.  20:  695-96.  S.  19,  '08.  America  inspired  or  America 
sober. 

Char.  20:  705-8.  S.  19,  '08.  Social  basis  of  prohibition.  S.  N. 
Patten. 

Cosmopol.  44:  554-58.  My.  '08.  Why  I  am  a  total  abstainer. 
A.  Alison. 

Ind.  54:  317-18.     F.  6,  '02.     Substitute  for  the  saloon.     B.  Booth. 

Ind.  63:  709.     S.  19,  '07,     Plea  from  a  convict  camp. 

Ind.  64:  1304-5.     Je.  '08.     National  fight  for  prohibition. 

McClure,  31 :  704-12.  O.  '08.  Alcohol  and  the  individual.  H.  S. 
Williams. 

(Same,  cond.— JB.  of  Rs.  38:  619-20.     N.  '08.) 

McClure,  31:  713-14.  O.  '08.  Peasant  saloon-keeper  —  ruler  of 
American  cities. 

McClure,  32:  154-61.  D.  '08.  Alcohol  and  the  community.  H. 
S.  Williams. 

McClure,  32:  557-66.  Mar.  '09.  Evidence  against  alcohol.  M. 
A.  and  A.  J.  Rosanoff. 

McClure,  33:  426-30.  Aug.  '09.  Story  of  an  alcohol  slave  as 
told  by  himself. 

Nation,  85:  460-61.     N.  21,  '07.    War  on  the  saloon. 


188       THE  HIGH  SCHOOL  DEBATE  BOOK 

Nation,  86:  230.     Mar.  12,  '08.     Foreign  anti-liquor  movements. 

19th  Cent.  63:  707-21.  My.  '08.  Will  the  licensing  bill  promote 
sobriety?    T.  P.  Whittaker. 

No.  Am.  189:  410-15.  Mar.  '09.  Prohibition  and  public  morals. 
H.  Colraan. 

Outlook,  67:  371.  F.  9,  '01.  Drinking  and  drunkenness.  C. 
Wright. 


108-10.     S.  14,  '01.     Substitutes  for  the  saloon. 
84-5.     My.  12,  '06.     Evening  in  a  suburb. 
384-85.     F.  22,  '08.     Saloon  on  the  defensive. 

587-89.    Mar.  14,  '08.     Prohibition  and  the  negro. 


Outlook,  69; 

Outlook,  83: 

Outlook,  88: 

Outlook, 
B.  T.  Washington. 

Outlook,  89:  505-6.     Jl.  4,  '08.     Against  the  saloon. 

Outlook,  91: 397-402,     F.  20, '09.     America  sober.     S.  J.  Barrows. 

B.  of  Rs.  38:  91-2.     Jl.  '08.     Does  prohibition  pay? 

B.  of  Bs.  38:  619-20.    N.  '08.    Alcohol  and  the  individual.     H. 
S.  Williams. 


SHIP  SUBSIDY 

Resolved,  That  Congress  should  pass  an  act  providing 
for  some  form  of  ship  subsidies. 

BRIEF 
INTRODUCTION 

I.  The  origin  of  the  question  is  found  in  the  following 
general  conditions: 

A.  The  desirability  of  carrying  on  extensive  inter- 
national trade  is  to-day  generally  admitted. 

B.  The  chief  agency  by  which  international  trade 
is  transported  is  a  merchant-marine. 

C.  All  the  leading  powers,  except  the  United  States, 
have  comparatively  strong  merchant-marines  for 
this  purpose. 

II.  This  condition  has  naturally  given  rise  to  the  question 
of  the  advisability  of  subsidizing  our  own  marine  with 
the  hope  that  the  United  States  may  develop  a  means 
of  carrying  on  extensive  international  trade. 

AFFIRMATIVE 

I.  The   history   of   shipping   subsidies   shows   that   such 
bounties  are  practical;  for, — 
A.  England     has     used     subsidies     with     marked 
success. 

1.  Practice   of   granting   subsidies   started   as 
189 


190       THE  HIGH  SCHOOL  DEBATE  BOOK 

early  as  1651.     It  has  continued  down  to 
the  present  time. 

a.  The  free  ship  policy  adopted  in  1850 
is   an  example   of   England's   adroit- 
ness   in    attempting    to    isupply    the 
world  with  steel  and  iron  vessels. 
2.  England's   subsidizing  policy  has  had  the 
following  results: 

a.  It  has  gained  for  England  the  largest 
merchant-marine  in  the  world. 

b.  It  has  secured  for  England  markets 
in  every  country  in  the  world. 

c.  It  has  raised  the  British  merchant- 
marine  from  a  business  of  merely  pri- 
vate concern  to  an  enterprise  of  na- 
tional importance. 

S.  Comparing  England's  policy  with  results 
gained  in  the  United  States  where  no  sub- 
sidy is  used,  we  note  the  following  marked 
contrasts : 

a.  England  carries  ninety-two  per  cent 
of  her  own  goods,  and  sixty-five  per 
cent  of  ours.  We  carry  none  of  Eng- 
land's trade,  and  but  six  per  cent  of 
our  own. 

b.  England  realizes  annually  $200,000,- 
000  from  carrying  our  goods.  We 
realize  nothing  from  carrying  Eng- 
lish goods.  Instead  we  pay  out  an- 
nually $300,000,000  in  ocean  freight. 

4.  England  is   constantly  adding  to  the   size 
and   power    of   her   merchant-marine.     We 


BRIEFS  191 

are  aimlessly  drifting  along,  and  are  really 
in  far  worse  condition  than  we  were  fifty 
years  ago. 
B.  Results     achieved    by    France,    Germany,    and 
Japan  have  been  equally  as  noteworthy;  for, — 

1.  In  each  country  the  amount  of  tonnage  has 
been  greatly  increased. 

2.  Many     new     steamship     lines     have    been 
established. 

3.  Foreign  trade  has  greatly  increased. 

4.  Great  headway  has  been  made  in  the  con- 
struction of  steel  and  iron  vessels. 

II.  There  is  actual  need  of  assisting  the  American  mer- 
chant-marine; for, — 

A.  Foreign  vessels  now  carry  ninety  per  cent  of  our 
international  trade. 

B.  We  have  no  direct  lines  with  South  America. 

C.  Our  trade  in  the  Orient  is  suffering  from  the 
lack  of  an  efficient  merchant-marine. 

D.  The  cost  of  constructing  vessels  in  the  United 
States  is  greater  than  the  cost  in  Europe. 

III.  A  subsidy  is  the  best  way  of  aiding  our  marine;  for, — 

A.  It  would  enable  American  ship-builders  to  com- 
pete successfully  with  foreign  builders. 

B.  It  would  increase  our  trade  with  Europe,  and 
open  new  markets  in  the  Orient  and  South 
America. 

IV.  In  addition  to  extending  our  foreign  trade,  a  subsidy 
would  be  highly  desirable;  for, — 

A.  It  would  give  employment  to  a  large  number  of 
our  citizens. 

B.  It  would  furnish  protection  in  time  of  war  by 


192       THE  HIGH  SCHOOL  DEBATE  BOOK 

supplying  an  American  marine,  manned  by 
American  seamen,  that  could  act  as  transports, 
supply-boats,  and  auxiliaries  upon  almost  in- 
stant notice. 
V.  A  ship  subsidy  would  be  in  harmony  with  our  general 
policy  of  protection;  for, — 

A.  We   have   aided  many   enterprises   of   a   similar 
nature. 

B.  We  have  made  ourselves  an  independent  nation 
by  encouraging  our  home  industries. 

NEGATIVE 

I.  There  is  no  urgent  need  of  a  large  merchant-marine 
at  the  present  time;  for, — 

A.  Foreign   countries   can   carry   our   goods   for   us 
more  cheaply  than  we  ourselves  can. 

B.  As  long  as  we  have  goods  to  carry  we  shall  never 

lack  for  some  one  to  transport  them. 
II.  A  subsidizing  policy  would  be  unwise;  for, — 

A.  It  would   start  bitter   competition  with   all   our 
foreign   rivals. 

B.  It  would  make  it  necessary  to  spend  vast  sums 
of  money. 

C.  It  would  bring  undesirable  pressure  to  bear  in 
congressional   legislation. 

III.  Ship  subsidies  are  wrong  in  principle;  for, — 

A.  They  are  a  tax  on  the  many  for  the  benefit  of  a 
few. 

B.  They    would    assist    only    those    receiving    the 
bounties;  for, — 

1.  Foreign    ships    now    transport    goods    as 


BRIEFS  193 

cheaply  as  could  American  vessels  with  a 
subsidy. 
IV.  Experience  with  ship  subsidies  does  not  warrant  the 
adoption  of  such  a  policy;  for, — 

A.  The  attempt  in  the  United  States  was  a  failure. 

B.  The  merchant-marine  of  France  has  actually  de- 
creased since  the  adoption  of  the  subsidy  policy. 

C.  England  has  found  it  necessary  to  give  re- 
muneration only  for  services  actually  rendered. 

D.  In  all  countries  trying  the  plan  the  tendency 
toward  grafting  and  special  privileges  has  been 
increased. 


GENERAL  REFERENCES 

BOOKS,  PAMPHLETS,   AND  DOCUMENTS 

Bacon,  Edwin  M.  All  about  Ship  Subsidies.  McClurg,  Chi- 
'cago,  1911. 

Bates,  W.  W.    American  navigation.     Houghton,  Boston,  1906. 

DuNMORE,  W.  T.     Ship  subsidies.     Houghton,  Boston,  1907. 

Johnson,  E.  R.  Ocean  travel  and  inland  water  transportation, 
pp.  209-322.     Appleton,  New  York,  1906. 

Lodge,  H.  C.  (The)  American  merchant-marine.  Government, 
Washington,  1906. 

Marvin,  Winthrop  L.  (The)  American  merchant-marine. 
Scribner,  New  York,  1902. 

Meeker,  Royal.  History  of  shipping  subsidies.  Columbia 
University  studies.  New  York,  1905. 

Spears,  J.  R.  Story  of  the  American  merchant-marine.  Mac- 
millan.  New  York,  1910. 

United  States  merchant-marine  commission.  Report  on  de- 
velopment of  the  American  merchant-marine,  and  American  mer- 
chant-marine and  American  commerce,  together  with  the  testimony 
taken  at  the  hearings.     (3  Vols.)     Government,  Washington,  1905. 

Wells,  David  Ames.  Our  merchant-marine,  how  it  rose,  in- 
13 


194       THE  HIGH  SCHOOL  DEBATE  BOOK 

creased,  became  great,  declined  and  decayed.     (Questions  of  the 
day.)     Putnam,  New  York,  1882. 

MAGAZINES 

Arena,  25:  148-^2.  F.  '01.  Merchant  seamen  and  the  subsidy 
bill.     W.  Macarthur. 

Forum,  29:  532-44.  Jl.  '00.  Ship  subsidy  bill.  E.  T. 
Chamberlain. 

No.  Am.  177:  533-43.  O.  '03.  New  Cunard  steamship  contract. 
E.  T.  Chamberlain. 

Sci.  Am.  86:  166.  Mar.  8,  '02.  How  various  countries  subsidize 
their  mercantile  marine. 

Sci.  Am.  94:  226.     Mar.  17,  '06.     Shipping  bill  in  a  nutshell. 


AFFIRMATIVE  REFERENCES 

Atlan.  104:  433-41.  O.  '09.  American  ships  and  the  way  to  get 
them.     W.  L.  Marvin. 

(Same,  cond.— J2.  of  Bs.  40:  627-29.     N.  '09.) 

Ounton,  19:  333-43.  O.  '00.  Ship  subsidies  and  bounties.  A. 
R.  Smith. 

Ind.  53:  10-15.    Ja.  3,  '01.     Ship  subsidy  bill.     M.  A.  Hanna. 

Ind.  60:  1459-63.  Je.  21,  '06.  Meaning  and  necessity  of  ship 
subsidy.     W.  P.  Frye. 

Ind.  62:  9-13.  Ja.  3,  '07.  American  ships  on  the  Pacific.  J.  D. 
Spreckels. 

Ind.  67:  1169.     N.  26,  '09.     Senator  Root's  plea  for  subsidies. 

No.  Am.  172:  285-90.  F.  '01.  Substitutes  for  ship  subsidies. 
Reply.     A.  R.  Smith. 

No.  Am.  180:  360-74.  Mar.  '05.  Merchant-marine  investigation. 
J.  W.  Garner. 

No.  Am.  182:  446-55.  Mar.  '06.  Pending  shipping  legislation. 
W.  E.  Humphrey. 

B.  of  Bs.  40:  627-9.  N.  '09.  American  ships  and  the  way  to 
get  them.    W.  L.  Marvin. 

{Same  — Atlan.  104:  433-41.     O.  '09.) 

Sci.  Am.  84:  18.     Ja.  12,  '01.     Ship  subsidy  bill. 

Sci.  Am.  86:  68.     F.  1,  '02.     Ship  subsidy  bill. 


BRIEFS  195 

Sci.  Am.  94:  166.     F.  24,  '06.     Ship  subsidy  bill. 
Sci.  Am.  98:  291.     Ap.  25,  '08.     Improvement  of  the  American 
merchant-marine.     W.  P.  Hunger. 


'NEGATIVE  REFERENCES 

Arena,  23:  606-16.  Je.  '00.  Should  our  marine  be  subsidized? 
J.  C.  Watson  and  R.  Runke. 

Arena,  35:  201-2.     F.  '06.     Ship  subsidy  and  its  missionaries. 

Gunton,  19:  113-25.  Aug.  '00.  Sound  shipping  protection.  W. 
W.  Bates. 

Ind.  53:  185-88.  Ja.  24,  '01.  Objections  to  the  ship-subsidy  bill. 
J.  D.  W.  Warner. 

Ind.  61:  1299-301.  N.  29,  '06.  Subsidies  for  trade  with  South 
America. 

Nation,  70:  123.     F.  15,  '00.     Subsidies  of  various  kinds. 

Nation,  71 :  503-4.     D.  27,  '00.     Clyde  on  ship  subsidies. 

Nation,  72:  389-90.     My.  16,  '01.     Bounties  and  subsidies. 

Nation,  73:  410.     N.  28,  '01.     Shipping  trust. 

Nation,  80:  45-6.    Ja.  19,  '05.     Trouble  with  our  ship  building. 

Nation,  81 :  352-53.     N.  2,  '05.     History  of  shipping  subsidies. 

Nation,  89:  456.  N.  11,  '09.  Ship-building  subsidies  in  the  past. 
F.  B.  C.  Bradlee. 

No.  Am.  172:  113-21.  Ja.  '01.  Substitutes  for  ship  subsidies. 
L.  Windmuller. 

Outlook,  67:  98-99.,    Ja.  12,  '01.     Better  than  ship  subsidy. 

Outlook,  67:  336-38.     F.  '01.     Subsidy  bills  worst  feature. 

Outlook,  67:  387-88.     F.  16,  '01.     Ship  subsidies  abroad. 

Outlook,  84:  815-17.    D.  1,  '06.     Plea  against  ship  subsidies. 

Outlook,  85:  300-1.  F.  9,  '07.  Ship  subsidies  and  special 
privilege. 

Outlook,  85:  816.     Ap.  6,  '07.     Anti-subsidy  side.     O.  Howes. 

Outlook,  88:  815-16.  Ap.  11,  '08.  Argument  against  ship 
subsidies. 

Outlook,  88:  819-21.  Ap.  11,  '08.  Revival  of  ship  subsidies.  L. 
Windmuller. 

R.  of  Rs.  21 :  325-28.  Mar.  '00.  Policy  of  steamship  subsidies. 
A.  T.  Hadley. 


WOMAN  SUFFRAGE 

Resolved^  That  the  women  of  the  United  States  should 
be  granted  equal  suffrage  with  men. 

BRIEF 
INTRODUCTION 

I.  Better  education  for  women  during  the  last  half  cen- 
tury has  brought  about  a  demand  for  the  granting  of 
more  rights   and  privileges   to  women. 

II.  One  of  the  most  important  of  these  demands  is  woman 
suffrage. 

III.  There  is  an  agitation  for  woman  suffrage  in  practi- 
cally all  of  the  leading  countries. 

IV.  The  demand  has  doubtless  received  its  chief  support 
from  those  who  believe  that  through  woman  suffrage 
political  conditions  would  be  improved. 

AFFIRMATIVE 

I.  Woman  suffrage  is  just;  for, — 

A.  Women  should  be  allowed  equal  privileges  with 
men;  for, — 

1.  They  are  as  fully  deserving  of  privileges 
as  are  men. 

B.  There  are  many  women  who  are  tax-payers. 
Without  the  right  of  suffrage  they  have  no  rep- 
resentation in  legislation  that  affects  taxation. 

196 


BRIEFS  197 

II.  Woman  suffrage  would  purify  politics;  for, — 

A.  Woman  has  a  greater  sense  of  moral  responsi- 
bility than  man. 

B.  Women  generally  have  higher  ideals  of  justice 
and  fair  play  than  do  men. 

III.  Woman    suffrage    would    give    greater    democracy    in 
government;  for, — 

A.  It  would  extend  the  right  of  suffrage  to  prac- 
tically all  mature  citizens. 

B.  It  would  give  a  better  expression  of  the  senti- 
ment of  the  majority  of  the  citizens  on  given 
matters. 

IV.  Woman  suffrage  would  result  in  an  increase  in  intel- 
ligent voting;  for, — 
A.  Women  are  becoming  better  educated  than  men; 
for, — 

1.  The    schools    and    colleges    show    a    pre- 
ponderance of  women. 

2.  Women   students   are  ranking  higher  than 
men  students  in  scholarship. 

V.  Woman  suffrage  would  be  a  benefit  to  women;  for, — 
A.  It  would  awaken  in  them  a  still  greater  interest 
in  political  and  civil  affairs;  for, — 

I.  By  means   of  the  ballot  they  would  come 
vitally  in  touch  with  the  pending  issues  of 
the  day. 
VI.  Woman   suffrage   would   result  in  the  nomination   of 
better  candidates  for  office;  for, — 

A.  Political  leaders  would  know  that  women  would 
not  vote  for  corrupt  and  inefficient  candidates. 

B.  Women  would  demand  capability  and  honesty  in 
candidates  rather  than  party  affiliation. 


198        THE  HIGH  SCHOOL  DEBATE  BOOK 

C.  Women  would  have  no  political  pledge  to  keep 
or  party  debts  to  pay. 

NEGATIVE 

I.  Woman  suffrage  is  unwarranted;  for,  — 

A.  The  men  are  capable  of  conducting  the  affairs 
of  government. 

B.  There   is   no   need  of  a  change   in   our  present 
method  of  suffrage;  for, — 

1.  The  general  progress  of  political  and  civic 
matters  is  satisfactory. 

C.  Women  as  a  rule  do  not  desire  suffrage;  for, — 

1.  They  are  not  interested  in  political  issues; 
for, — 

a.  They  have  their  home  duties  to  en- 
gage their  attention. 

2.  They  do  not  study  the  political  and  eco- 
nomic questions  of  the  day;  for, — 

a.  They  prefer  social  activities  and  the 
study  of  literature. 
II.  Woman  suffrage  would  be  unwise;  for, — 

A.  It  would  inevitably  lead  to  a  demand  on  the  part 
of  women  to  hold  office;  for, — 

1.  They  would   feel  that  they  should  be  re- 
warded for  their  political  patronage. 

B.  It  would  materially  detract  from  woman's  house- 
hold  duties. 

C.  It  would,  in  some  cases,  at  least,  cause  family 
altercations. 

III.  Woman  suffrage  would  result  disastrously;  for, — 

A.  Political  bosses  could  easily  influence  women  to 
vote  for  undesirable  measures;   for, — 


BRIEFS  199 

1.  The  women  would  not  have  a  practical  un- 
derstanding of  the  issues  involved. 
B.  Government  stability  is  often  threatened  because 
of  too  much  suffrage  at  the  present  time. 
IV.  Woman  suffrage  has   not  resulted  successfully  when 
put  to  practical  tests;  for, — 
A.  There  have  been  no  lasting  benefits;  for, — 

1.  Enthusiasm  in  Colorado,  Utah,  and  Okla- 
homa was  but  short-lived. 

2.  In  school-board  elections,  etc.,  where  wom- 
en have  been  permitted  to  vote  they  have 
scarcely  ever  gone  to  the  polls  after  the 
novelty  of  voting  has  passed. 

8.  Better  candidates  have  not  been  put  into 
office  as  a  result  of  the  women  voting. 

GENERAL  REFERENCES 
BOOKS,  PAMPHLETS,  AND  DOCUMENTS 

Clough,  E.  R.  study  of  Mary  WoUstonecraft  and  the  rights  of 
woman.     Loughmans,  London,  1898. 

DiLKE,  A.,  Mrs.  Woman  suffrage  (Imperial  Parhament  Series). 
Sonnenschein,  London. 

Jacobi,  M.  p.  Common-sense  applied  to  woman  suffrage  (Ques- 
tions of  the  Day).     Putnam,  New  York,  1894. 

Lecky,  W.  E.  H.     Democracy  and  liberty.     Vol.  II. 

Lilly,  W.  S.  On  Shibboleths,  pp.  151-87.  Chapman,  London, 
1892. 

McCracken",  Elizabeth.  (The)  women  of  America.  Macmil- 
lan.  New  York,  1904. 

Phelps,  E.  M.  Selected  articles  on  woman  suffrage  (Debaters' 
Handbook  Series).     H.  W.  Wilson  Company,  Minneapolis,  1910. 

Stakton,  Mrs.  Elizabeth  (Cady)  and  others.  Editors'  his- 
tory of  woman  suffrage.  (4  Vols.)  Anthony,  Rochester,  N.  Y., 
1902. 


200        THE  HIGH  SCHOOL  DEBATE  BOOK 

Sumner,  H.  L.     Equal  suffrage.     Harper,  New  York,  1909. 
Weir,  James.     Religion  and  lust,  pp.  175-98.     Chicago  Medical 
Book  Co.,  Chicago,  1905. 

MAGAZINES 

Chaut.  34:  482-84.  F.  '02.  Colorado  legislation  and  results. 
W.  M.  Raine. 

Chaut.  35:  433-34.     Aug.  '02.     Equal  suffrage  in  Australia. 

Chaut.  37:  334-35.  Jl.  '03.  Woman  suffrage  defeated  in  New 
Hampshire. 

Fortn.  87:  857-67.     My.  '07.     Sex  and  suffrage.     M.  A.  Stobart. 

Fortn.  88:  417-22.  S.  '07.  Women's  rights  in  realms  afar.  J. 
Davidson. 

Harp.  W.  44:  949-50.  O.  6,  '00.  Female  suffrage  in  the  U.  S. 
J.  D.  Whelpley. 

Harp.  W.  48:  121-22.    Ja.  23,  '04.     Women  voters  in  Australia. 

Harp.  W.  51 :  1443.     O.  5,  '07.     Present  status. 

Ind.  60:  1388.  Je.  7,  '06.  Woman  suffrage  in  Russia  and 
England. 

Ind.  63:  49-50.     Jl.  4,  '07.     Progress  of  woman's  suffrage. 

Ind.  64:  930-32.     Ap.  23,  '07.     Tactics  of  woman  suffrage. 

Ind.  65:  1078-79.     N.  5,  '08.     British  Amazons. 

Ind.  66:  1056-70.     My.  20,  '09.     Woman  suffrage  in  operation. 

Outlook,  90:  848-89.  D.  19,  '08.  Theodore  Roosevelt  and  Elihu 
Root  on  woman  suffrage. 

B.  of  Bs.  34:  744-47.    D.  '06.    Campaign  in  England  and  France.. 

AFFIRMATIVE  REFERENCES 

Arena,  40:  92-4.  Jl.  '08.  Shall  our  mothers,  wives,  and  sisters 
be  our  equals  or  our  subjects?     F.  Parsons. 

Fortn.  89:  634-44.  Ap.  '08.  Ideals  of  a  woman's  party.  A. 
Grove. 

Harp.  W.  47:  933.    Je.  6,  '03.     Political  women.     M.  G.  Hay. 

Harp.  W.  50:  1558-59.     N.  3,  '06.     Stock  objections. 

Harp.  W.  50:  1702.     D.  1,  '06.     Positive  arguments. 

Harp.  W.  51:  975-76.    Jl.  6,  '07.     Improved  prospects. 

Harp.  W.  52:  6.  [numbered  by  issues]  Ap.  11,  '08.  Stock  argu- 
ment against  woman  suffrage. 


BRIEFS  201 

Harp.  W.  52:  20-1.  Ap.  25,  '08.  Votes  for  women.  B.  D. 
Knobe. 

Ind.  52:  414-17.  F.  15,  '00.  Fifty  years  of  work  for  women. 
S.  B.  Anthony. 

Ind.  54:  2526-28.     O.  23,  '02.     Australian  laws.     H.  T.  Burgess. 

Ind.  54 :  2621-22.     N.  6,  '02.     Mrs.  Stanton  to  President  Roosevelt. 

Ind.  56:  1309-11.  Je.  9,  '04.  Woman's  suifrage  in  Australia. 
Lady  Holder. 

Ind.  64:  392-95.  F.  20,  '08.  American  impressions.  Mrs.  A. 
Cobden-Sanderson. 

Ind.  64:  901-3.  Ap.  23,  '08.  Militant  movement  for  woman  suf- 
frage.    B.  B.  Wells. 

Ind.  64:  1090-92.  My.  14,  '08.  Women  and  the  future.  Mrs.  L. 
H.  Harris. 

Ind.  65:  192-95.  Jl.  23,  08.  International  woman  suffrage.  I. 
H.  Harper. 

Ind.  66:  333-34.     F.  11,  '09.     Suffrage  song. 

Ind.  66:  1091-92.     My.  20,  '09.     Experiences  of  woman's  suffrage. 

19th  Cent.  56:  105-12.  Jl.  '04.  Political  women  in  Australia. 
V.  Goldstein. 

19th  Cent.  58:  306-7.  Aug.  '05.  Woman's  suffrage  from  a 
common-sense  point  of  view. 

19th  Cent.  63:  819-24.  My.  '08.  Protection  of  women.  J.  P. 
Margoliouth. 

19th  Cent.  64:  495-506.  S.  '08.  Women  and  suffrage.  E.  Gore- 
Booth. 

19th  Cent.  64:  1018-24.  D.  '08.  Representation  of  women;  a 
consultative  chamber  of  women.     C.  E.  Stephen. 

No.  Am.  178:  362-74.  Mar.  '04.  Would  woman  suffrage  benefit 
the  state  and  herself?     I.  H.  Harper. 

No.  Am.  179:  30-41.  Jl.  '04.  Why  women  cannot  vote  in  the 
United  States.     I.  H.  Harper. 

No.  Am.  183:  689-90.     O.  5,  '06.     Necessity. 

No.  Am.  183:  830-31.  O.  19,  '06.  Woman's  inherent  right  to 
vote. 

No.  Am.  183:  1080-82.  N.  16,  '06.  Newspapers  on  woman 
suffrage. 

No.  Am.  184:  556-58.  Mar.  1,  '07.  Essential  requisite  of 
reformation. 


202        THE  HIGH  SCHOOL  DEBATE  BOOK 

No.  Am.  184:  558-60.     Mar.  1,  '07.     Woman's  arguments  against. 

No.  Am.  186:  55-71.  S.  '07.  Woman  suffrage  throughout  the 
world.     I.  H.  Harper. 

No.  Am.  190:  664-74.  N.  '09.  Woman's  right  to  govern  herself. 
A.  E.  Belmont. 

Outlook,  75:  997-1000.  D.  26,  '03.  Women  in  Colorado  under 
the  suffrage.     M.  G.  Slocum. 

Outlook,  82:  622.  Mar.  17,  '06.  Child  labor  and  woman  suf- 
frage.    F.  Kelley. 

Outlook,  85:  1002.  Ap.  27,  '07.  Plea  for  unconscious  slaves. 
R.  V.  Phelan. 

Outlook,  91:  780-84.  Ap.  3,  '09.  Case  for  woman  suffrage.  J. 
W.  Howe. 

R.  of  Rs.  27:  338.  Mar.  '03.  Woman's  suffrage  in  Australia. 
H.  H.  Lusk. 

R.  of  Rs.  39:  624-25.  My.  '09.  Shall  women  vote?  a  study  of 
feminine  unrest. 


NEGATIVE  REFERENCES 

Atlan.92:QQ9-96.  S. '03.  Why  women  do  not  wish  the  suff'rage. 
L.  Abbott. 

Atlan.  96:  750-59.  D.  '05.  Woman  suffrage  in  the  tenements. 
E.  McCracken. 

Gunton,  20:  333-44.  Ap.  '01.  Scientific  aspects  of  the  woman 
suffrage  question.     Mrs.  M.  K.  Sedgwick. 

Liv.  Age.  257:  84-8.  Ap.  11,  '08.  Woman's  plea  against  woman 
suffrage. 

Liv.  Age.  261:  67-84.  Ap.  10,  '09.  Argument  against  woman 
suffrage.     A.  V.  Dicey. 

19th  Cent.  56:  833-41.  N.  '04.  Check  to  woman  suffrage  in  the 
United  States.     F.  Foxcroft. 

19th  Cent.  63:  381-85.  Mar.  '08.  Woman's  plea  against  woman 
suffrage.     E.  M.  Massie. 

19th  Cent.  64:  64-73.  Jl.  '08.  Women  and  the  suffrage;  in- 
evitable loss  to  women.     A.  M.  Lovat. 

19th  Cent.  66 :  1051-57.      D.  '09.      Then  and  now.      E.  B.  Harrison. 

No.  Am.  178:  103-9.  Ja.  '04.  Woman's  assumption  of  sex  su- 
periority.   A.  N.  Meyer. 


BRIEFS  203 

No.  Am.  190:  158-69.  Aug.  '09.  Impediments  to  woman  suf- 
frage.    Mrs.  G.  E.  Jones. 

Outlook,  64:  573-74.  Mar.  10,  '00.  Argument  against  woman 
suffrage. 

Outlook,  65:  430-31.     Je.  23,  '00.     Woman  suffrage  in  the  west. 

Outlook,  68:  353-55.  Je.  8,  '01.  Ought  women  to  vote?  L. 
Abbott. 

Outlook,  73:  418.  F.  21,  '03.  New  Hampshire  and  woman's 
suffrage. 

Outlook,  75:  737-44.  N.  28,  '03.  Woman's  suffrage  in  Colorado. 
E.  McCracken. 

Outlook,  85:  786-88.     Ap.  6,  '07.     Women  and  politics. 

Outlook,  90:  774-75.  D.  5,  '08.  Indifference  of  women.  I. 
A.  W. 

Outlook,  91:  784-8.  Ap.  3,  '09.  Assault  on  womanhood.  L. 
Abbott. 

Outlook,  91:  836-40.  Ap.  10,  '09.  Profession  of  motherhood. 
L.  Abbott. 

Quar.  210:  276-304.  Ja.  '09.  Arguments  against  woman  suf- 
frage.    A.  V.  Dicey. 

World  To-Day,  12:. 418-21.  Ap.  '07.  Housekeeper's  need  of  the 
ballot.     M.  Warren. 

World  To-Day,  15:  1061-66.  O.  '08.  Shall  women  vote?  V.  B. 
LeRoy. 


YELLOW  PERIL 

Resolved,  That  the  rapid  awakening  of  the  Mongolian 
race  is  perilous  to  the  Caucasian  supremacy  of  the  world. 

BRIEF 

INTRODUCTION 

I.  Since   the  ports   of   Japan  were   opened   for   foreign 
commerce  by  Perry  in  1854,  the  Japanese  have  shown 
remarkable  ability  in  adapting  themselves  to  modern 
conditions. 
A.  The  Japanese-Russian  War  illustrated  how  ef- 
fectively the  Mongolian  can  use  modern  imple- 
ments of  warfare. 
II.  The  Chinese  also  are  beginning  to  adapt  themselves 
to  modern  conditions;  for, — 

A.  China  is  providing  means   for  the  general  dif- 
fusion of  knowledge. 

B.  Great  factories  are  being  built  in  that  country, 

C.  Her      great      mineral      resources      are      being 
developed. 

D.  Great  railways  are  being  constructed  throughout 
the  empire. 

E.  Her  people  are  adopting  the  Caucasian  style  of 
dress. 

III.  By  awakening  we  mean  the  rousing  of  the  Mongolian 
race  from  their  long  slumber  to  the  activities  of  the 
twentieth  century. 

204 


BRIEFS  •  205 

IV.  It  is   also  agreed  that  Caucasian   supremacy  is  that 
dominating  influence   which   the   Caucasian   race   now 
exerts   over  the  industrial^   educational,   and  military 
^  world. 

AFFIRMATIVE 

I.  From  an  industrial  standpoint  Mongolian  awakening 
would  be  disastrous  to  Caucasian  supremacy;  for, — 

A.  China  has  vast  mineral  resources  that  are  of 
great  worth  which  would  come  into  immediate 
competition  with  Caucasian-owned  resources. 
For  example: 

1.  Her  coal  mines  cover  an  area  of  over  four 
hundred  thousand  square  miles. 

2.  Her  silver  and  gold  mines  are  very  rich. 

3.  Much  of  her  soil  is  extremely  fertile. 

B.  Mongolian  natives  are  establishing  great  cotton 
mills  which  are  producing  goods  more  cheaply 
than  can  Caucasian  countries;  for, — 

1.  The  standard  of  living  of  the  Mongolian 
is  lower  than  the  Caucasian  standard. 

2.  Wages  are  very  much  lower  than  paid  by 
Caucasians. 

3.  The  great  mass  of  the  Mongolian  popula- 
tion live  from  their  daily  labor  alone. 

C.  Japan  has  already  sounded  the  alarm  for  the 
safety  of  Caucasian  industrial  supremacy ;  for, — 

1.  As  far  back  as  1902,  she  exported  three 
million  yens  of  manufactured  goods  from 
a  territory  less  in  extent  than  New  Mexico. 

D.  The  exports  of  China  ware  alone  from  China 
amount  to  many  millions  of  dollars  each  year. 


206       THE  HIGH  SCHOOL  DEBATE  BOOK 

II.  Mongolian  awakening  is  perilous   to   Caucasian  com- 
mercial supremacy;  for^ — 

A.  Japan  has  already  captured  a  large  share  of  the 
transportation  business  of  the  Pacific;  for, — 

1.  The   Japanese  carry  freight  cheaper  than 
can  Caucasian  vessels;   for, — 

a.  Mongolian  wages  are  lower. 

b.  She  secures  her  coal  for  less  money. 

c.  She  transports  her  own  goods  to  Cau- 
casian markets  while  making  the 
same  trip. 

B.  What  is  now  true  of  Japan  is  becoming  more 
and  more  true  of  China;  for, — 

1.  The  Chinese  are  more  intelligent  than  the 
Japanese. 

2.  The   Chinese  are  stronger  physically  than 
the   Japanese. 

3.  The   Chinese   are  being  instructed  by  the 
Japanese ;    for, — 

a.  Japan   wishes   to  hasten  the   day   of 
Mongolian  supremacy. 
III.  Mongolian  awakening  is  dangerous  to  Caucasian  su- 
premacy from  the  standpoint  of  population;  for, — 

A.  An  awakening  among  nations  or  a  race  always 
results  in  extensive  emigration  and  immigration; 
for, — 

1.  Men   go   from  place  to  place   endeavoring 
to  better  their  condition. 

B.  When  Caucasian  and  Mongolian  are  placed  side 
by  side  the  Caucasian  will  lose  in  the  contest; 
for, — 


BRIEFS  207 

1.  He  can  not  successfully  compete  against 
the  lower  standard  of  living  of  the 
Mongolian. 

2.  Mongolian  ideals  are  distinctly  different 
from  those  of  the  Caucasian. 

IV.  Mongolian  awakening  is  perilous  to  Caucasian  mili- 
tary supremacy;  for, — 

A.  The  vast  numbers  of  Mongolian  troops  could  be 
put  into  service;  for, — 

f  1.  Both  China  and  Japan  have  many  millions 

of  able-bodied  citizens. 

B.  Both  China  and  Japan  are  raising  and  training 
new  armies;   for, — 

1.  They  fear  the  present  Caucasian  power. 

2.  They  wish  to  protect  their  growing  com- 
mercial interests. 

C.  Mongolian    superiority    was    illustrated    in    the 
Japanese-Russian  War. 


NEGATIVE 

I.  There  is  no  likelihood  of  governmental  domination  by 
the  Mongolian  race;  for, — 
A.  The  Mongolian  race  is  inferior  in  native  ability; 
for, — 

1.  While  it  is  old  in  point  of  years,  it  has 
never  built  any  great  governmental 
structures. 

2.  It  has  not  even  kept  abreast  with 
civilization. 


208        THE  HIGH  SCHOOL  DEBATE  BOOK 

II.  There  is  no  danger  of  industrial  domination  by  the 
Mongolian;  for, — 

A.  Caucasian  capital  will  always  be  necessary  to 
develop   Mongolian   resources;   for, — 

1.  The  Mongolian  has  never  been  able  to  con- 
serve his  capital.  He  lives  a  hand-to- 
mouth  existence. 

B.  The  industrial  development  of  the  Mongolian  is 
dependent  upon  Caucasian  trade;  for, — 

1.  Without  this  trade  the  Mongolian  can  never 
become  a  world-power. 

C.  Cheap  Mongolian  labor  will  not  harm  the  Cau- 
casian; for, — 

1.  It   is   efficiency  that   decides   the   economic 
value  of  labory  not  its  cheapness. 
III.   There   is   no   danger   of  Mongolian  military   domina- 
tion; for, — 

A.  Naturally  defective  eyesight  makes  the  Mon- 
golian inefficient  with  small  arms. 

B.  Caucasians  have  always  proved  themselves  su- 
perior from  a  strategic  standpoint. 

C.  The  example  of  Japanese  victory  over  Russia  is 
not  sufficient  proof  of  Mongolian  superiority; 
for, — 

1.  Russia  is  not  a  leading  Caucasian  power, 
while    Japan    is    the    leading    Mongolian 
power. 
IV.  There  is  no  danger  of  Mongolian  domination  in  intel- 
lectual matters;  for,— 
A.  The   Mongolian   is   being  civilized   according  to 
Caucasian  standards  and  in  a  manner  prescribed 
by  the  Caucasian. 


BRIEFS  209 

V.  On  the  other  hand,  beneficial  results   are  certain  to 
follow  the  awakening  of  the  Mongolian  race;  for, — 

A.  Such  an  awakening  will  create  a  healthy  com- 
petition between  Mongolians  and  Caucasians. 

B.  Such  an  awakening  will  open  up  new  markets 
for  Caucasian  trade. 

C.  Such  an  awakening  will  give  a  supreme  oppor- 
tunity for  Caucasian  civilization,  ideals,  and 
religions  to  dominate  the  whole  world. 


GENERAL  REFERENCES 

BOOKS,  PAMPHLETS,  AND  DOCUMENTS 

Bancroft,  H.  H.  Essays  and  Miscellany  (Chinese  exclusion), 
pp.  309-418.     History  Company,  San  Francisco,  1890. 

CooLiDGE,  Mrs.  (Mary  Elizabeth  Burroughs  [Roberts]  Smith). 
Chinese  immigration.     H.  Holt  &  Company,  New  York,  1909. 

CuRzoK,  G.  N.  C.  (Kedleston,  1st  Baron).  Problems  of  the 
far  east,  pp.  13-81.     Archibald  Westminster,  1896. 

GuLiCK,  Sidney  Lewis.  The  white  peril  in  the  far  east.  F.  H. 
Revell,  New  York,  1905. 

Leroy,  Beaulieu  p.  P.  (The)  awakening  of  the  east;  Siberia, 
Japan,  China.     Putnain,  New  York,  1900. 

Millard,  Thomas  Franklin  Fairfax.  America  and  the  far 
east  question.    Moffat,  New  York,  1909. 

Seward,  G.  F.  Chinese  immigration  in  its  social  and  econom- 
ical aspects.    Scribner,  New  York,  1881. 

Sparks,  E.  E.  National  development,  1877-85,  pp.  229-50  (be- 
ing Vol.  23  of  Hart,  A.  B.,  American  Nation).  Harper,  New 
York,  1904-08. 

U.  S.  Immigration,  Bureau  of.  Compilation  of  laws,  treaty 
and  regulations  (to  Oct.  1,  1900),  relating  to  exclusion  of  Chinese; 
submitted  by  Mr.  Foraker,  Washington,  D.  C,  1902.  (Treasury 
Department  Document,  2190.)  (U.  S.  57th  Congress  1st  session 
Senate  document  291,  in  Vol.  20;  4239.) 
14 


210        THE  HIGH  SCHOOL  DEBATE  BOOK 

U.  S.  Senate.  Excerpts  and  arguments  in  opposition  to  passage 
of  law  to  prohibit  immigration  of  Chinese  into  United  States  (U. 
S.  57th  Congress  1st  session  Senate  document  106,  in  Vol.  12; 
4230).     Washington,  D.  C,  1902. 

U.  S.  Senate.  Papers  urging  Congress  to  amend  Chinese  ex- 
clusion bill  so  as  to  forbid  employment  of  Chinese  on  vessels  flying 
American  flag.  (U.  S.  57th  Congress  1st  session  Senate  document 
281.  In  Vol.  20;  4239.)  (Same  with  additions,  as  Senate  docu- 
ment 254,  57th  Congress  1st  session.)  Superintendent  of  Docu- 
ments, Washington,  D.  C,  1902. 

Whitney,  J.  A.  (The)  Chinese  and  the  Chinese  question. 
Thompson,  New  York,  1880. 

MAGAZINES 

Arena,  24:  21-30.  Jl.  '00.  Will  the  Chinese  migrate?  J.  M. 
Scanland. 

Contemp.  87:  628-39.  My.  '05.  Menace  of  the  east.  T.  H. 
Reid. 

Forum,  34:  131-37.     Jl.  '02.     Chinese  exclusion.     C.  Denby. 

Harp.  W.  51:  82-84.  Ja.  19,  '07.  Reasons  for  California's  de- 
fiant decrees  against  the  Japanese  in  her  public  schools.  W. 
Inglis. 

Ind.  54:  12-15.  Ja.  2,  ^02.  Chinese  exclusion  and  the  problems 
of  immigration.     B.  Penrose. 

No.^m.  186:  375-83.     N.  '07.     Real  yellow  peril.     H.  H.  Lusk. 

Outlook,  76:  963-65.     Ap.  23,  '04.     Chinese  exclusion. 

Outlook,  84:  1040-42.  D.  29,  '06.  Secretary  Metcalfs  report  on 
the  Japanese  in  San  Francisco. 

Outlook,  85:  883-88.  Ap.  20,  '07.  Yellow  man's  burden.  A.  J. 
Brown. 

Outlook,  86:  460-62.     Je.  29,  '07.     Attacks  on  Japanese. 

R.  of  Its.  32:  218-20.  Aug.  '05.  Is  Japan  really  preparing  the 
yellow  peril? 

B.  of  Rs.  35:  220-22.  F.  '07.  President,  California,  and  the 
Japanese. 

World's  Work,  13:  8690-93.  Mar.  '07.  Oriental  problem,  as  the 
coast  sees  it.     J.  A.  Hart. 

World  To-Day,  8:  553-54.  My.  '05.  Rebuilding  Chinatown. 
F.  J.  Dyer. 


BRIEFS  211 

World   To-Day,  11:  1310-13.    D.  '06.    San  Francisco  and  the 
Japanese.    W.   H.  Thomson. 


AFFIRMATIVE  REFERENCES 

Ann.  Am.  Acad.  34:  231-38.  S.  '09.  Support  of  the  anti-orien- 
tal movement.    J.  P.  Young. 

Ann.  Am.  Acad.  34:  257-61.  S.  '09.  Misunderstanding  of  the 
eastern  and  western  states  regarding  Oriental  immigration.  A.  G. 
Burnett. 

Arena,  32:  113-22.  Aug.  '04.  Dragon  in  America.  C.  F. 
Holder. 

Blackw.  178:  568-73.     O.  '05.     International  perils. 

Forum.  33:  53-8.  Mar.  '02.  Why  the  Chinese  should  be  ex- 
cluded.    T.  Beale. 

Harp.  W.  44:  746-47.  Aug.  11,  '00.  Chinese  tong  wars  in  San 
Francisco.     J.  E.  Bennett. 

Ind.  56:  947-48.     Ap.  28,  '04.     Chinese  exclusion.     S.  Gompers. 

Liv.  Age,  252:  323-32.  F.  9,  '07.  Japan  and  the  United  States. 
S.  Brooks. 

Liv.  Age,  254:  359-66.  Aug.  10,  '07.  Old  Chinese  quarter  in 
San  Francisco.     H.  ScheflFauer. 

No.  Am.  173:  663-76.  N.  '01.  Why  the  Chinese  should  be  ex- 
cluded.   J.  D.  Phelan. 


-NEGATIVE  REFERENCES 

Arena,  27:  260-66.     Mar.  '02.     Chinese  exclusion.     R.  C.  Bryant. 

Arena,  32:  352-54.     O.  '04.     Chinese  exclusion  act.     C.  H.  Miller. 

Forum.  32:  598-607  Ja.  '02.  Chinese  in  America.  Sunyowe 
Pang. 

Forum,  33:  59-67.  Mar.  '02.  Why  the  Chinese  should  be  ad- 
mitted.    R.  Hutcheson. 

Harp.  W.  51:  298-300.  Mar.  2,  '07.  Japan  and  the  San  Fran- 
cisco school  incident.     W.  Inglis. 

Ind.  54:  692-94.  Mar.  20,  '02.  Woman's  view  of  Chinese  exclu- 
sion.   C.  E.  Hamilton. 


212        THE  HIGH  SCHOOL  DEBATE  BOOK 

Ind.  54:  801-5.  Ap.  3,  '03.  Chinamen  in  America.  Ng.  Poon 
Chew. 

Ind.  54:  858-60.  Ap.  10,  '02.  Our  suicidal  Chinese  policy.  O. 
O.  Howard. 

Nation,  74:  303.     Ap.  17,  '02.     Chinese  exclusion  act. 

No.  Am.  173:  314-30.  S.  '01.  Chinese  exclusion  a  benefit  or  a 
harm.     Ho  Yow. 

No.  Am.  173:  782-89.  D.  '01.  Chinese  and  the  exclusion  act. 
J.  Miller. 

No.  Am.  179:  263-68.  Aug.  '04.  Folly  of  Chinese  exclusion. 
H.  H.  Bancroft. 

No.  Am.  180:  48-57.  Ja.  '05.  Japan  and  Asiatic  leadership. 
P.  S.  Reinsch. 

Outlook,  76:  971-77.  Ap.  23,  '04.  Chinese  exclusion.  C. 
Holcombe. 

Outlook,  86:  246-52.  Je.  1,  '07.  Japanese  in  the  San  Francisco 
schools.     G.  Kennan. 

Outlook,  91:  227.     Ja.  30,  '09.     California  and  the  Japanese. 

B.  of  Rs.  22:  80-81.    Jl.  '00.     Our  attitude  toward  the  Chinese. 

R.  of  Rs.  35:  13-14.  Ja.  '07.  Japanese  in  the  San  Francisco 
schools. 


APPENDICES 


APPENDIX  A 


A  MODEL  CONSTITUTION  FOR  A  LITERARY  SOCIETY 
The  following  constitution  is  submitted  as  a  model  to  be  followed 
in  organizing  a  high-school  debating  or  literary  society. 


CONSTITUTION 


Article  I 

Name. —  This  organization  shall  be  known  as  the  So- 
ciety of  the . 

Article  II 

Object. —  The  object  of  this  society  shall  be  the  intellectual, 
social,  and  moral  culture  of  those  connected  with  it. 

Article  III 
Motto. —  The  motto  of  this  society  shall  be , 

Article  IV 

Sec  1.  Eligibility. —  No  person  shall  become  a  member  of  this 
society  who  is  not  at  the  time  of  his  or  her  election  to  membership 
connected  with  the [name  of  school  to  be  inserted  here]. 

Sec  2.  Proposal  of  Names  and  Election  to  Membership. —  The 
name  of  any  eligible  person  shall  be  proposed  at  least  one  week 
before  it  is  balloted  upon;  and  if,  upon  balloting,  no  more  than 
three  (3)  ballots  be  cast  against  his  admission,  he  shall  become  an 

active  member  upon  paying  to  the  society  the  sum  of  , 

and  signing  the  constitution  and  by-laws;  provided  he  do  so  within 
three  (3)  weeks  from  the  time  of  his  election  to  membership;  and 
no  name,  when  laid  upon  the  table,  can  be  taken  therefrom  at  a 
regular  business  meeting. 

215 


216       THE  HIGH  SCHOOL  DEBATE  BOOK 

Article  V 

Sec.  1.  To  become  inactive. —  An  active  member  becomes  inactive 
upon  receiving  honorary  membership  from  this  society;  and  any 
member  at  his  own  request  may  become  inactive  by  a  majority 
vote  at  any  regular  business  session;  provided  he  shall  have  settled, 
or  satisfactorily  arranged,  all  dues  to  the  society;  and  provided, 

also,  that  there  be  at  the  time  of  his  retirement  active 

members  remaining  in  the  society. 

Sec.  2.  Privileges  of  Inactive  Members. —  No  inactive  member 
shall  take  part  in  society  business;  nor  shall  he  hold  any  office 
under  this  constitution  and  these  by-laws,  nor  appear  on  any  pro- 
gram except  as  a  substitute. 

Sec.  3.  To  Become  Active. —  An  inactive  member  may  become 
active,  either  at  his  own  request,  or  through  another  member,  by 
a  majority  vote  of  this  society. 

Sec.  4.  Society  Representatives. —  Any  person,  while  represent- 
ing this  society,  or  the  —. ,  or  any  inter-scholastic,  prelimi- 
nary, or  class  debate,  shall  be  excused  from  attendance  at  any  open 
or  closed  session  during  such  time.  Nor  shall  he,  during  such  time, 
be  put  on  any  program.  The  privileges  of  this  section  may  be 
extended  to  any  member  of  this  society  doing  special  work  for 
the  society  by  a  two-thirds  vote. 

Article  VI 

Sec  1.  Punishments. —  The  punishments  of  this  society  shall  be 
fines,  removal,  and  expulsion. 

Sec  2.  Fines. —  All  fines  not  hereinafter  specified  shall  be  levied 
by  the  President  or  society. 

Sec  3.  Expulsion. —  Any  member  for  sufficient  cause  may  be  ex- 
pelled from  this  society;  the  proceedings  being  the  same  as  for 
removal. 

Sec  4.  Delinquent  Members. —  When  the  financial  obligations  to 
the  society  shall  amount  to  two  (2)  dollars  or  more,  he  shall  be 
notified  of  the  fact  by  the  treasurer  in  writing.  If  he  does  not 
discharge  such  obligation  within  three  weeks  of  the  receipt  of  the 
notification,  the  treasurer  shall  serve  a  second  written  notice,  and 
unless  the  obligation  is  discharged  within  one  week  after  the  sec- 
ond notice,  said  member  shall   suffer  suspension   de  facto,  such 


APPENDICES  217 

suspension  to  be  announced  by  the  treasurer  at  the  next  regular 
meeting  of  the  society.  And  it  is  further  provided  that  unless 
said  member  shall,  within  one  month  after  his  suspension,  discharge 
in  full  his  obligation  to  the  society,  he  shall  permanently  forfeit 
his  membership.  Any  active  member  who  shall  absent  himself 
from  both  roll-calls  for  four  consecutive  regular  meetings  without 
valid  excuse,  after  due  notice,  shall  thereby  be  expelled  from  the 
society. 

Article  VII 

Sec.  1.  Oncers. —  The  officers  of  this  society  shall  consist  of 
President,  Vice-President,  Recording  Secretary,  Corresponding 
Secretary,  Treasurer,  and  two  Sergeants-at-Arms,  each  of  whom, 
excepting  the  Treasurer,  shall  hold  office  during  one  society  term, 
or  until  his  successor  is  installed.  The  Treasurer  shall  be  elected 
in  the  election  just  before  commencement,  to  serve  for  the  term 
of  a  year. 

Sec.  2.  Society  Term. —  The  school  year  shall  be  divided  into 
three  terms,  ending  as  follows:  The  first  at  the  opening  of  the 
holiday  recess;  the  second,  on  the  last  Friday  preceding  March 
gOth ;  and  the  third,  with  the  end  of  the  school  year. 

Sec.  3.  Standing  Committees. —  The  standing  committees  of  this 
society  shall  be  the  executive,  auditing,  program,  music,  and 
historian. 

Article  VIII 

Sec.  1.  Duties  of  President,  Vice-President,  and  Recording  Sec- 
retary.—  The  duties  of  the  President,  Vice-President,  and  Record- 
ing Secretary  shall  be  such  as  are  prescribed  in  Roberts'  "  Rules  of 
Order";  and  it  shall  be  the  further  duty  of  the  Secretary  to  call 
the  roll  at  the  open  and  regular  business  sessions,  to  keep  a  record 
of  all  absences  and  failures  to  appear  on  the  program,  and  to 
report  all  fines  to  the  Treasurer  at  the  close  of  each  business  ses- 
sion, and  to  keep  the  minutes  of  the  society  and  its  open  programs 
copied  in  permanent  records  of  the  society. 

Sec.  2.  Duties  of  Corresponding  Secretary. —  It  shall  be  the  duty 
of  the  Corresponding  Secretary  to  take  charge  of  the  correspond- 
ence and  bulletins  of  the  society;  and  it  shall  further  be  his  duty 
to  see  that  the  program  of  each  open  session  is  properly  posted  be- 


218        THE  HIGH  SCHOOL  DEBATE  BOOK 

fore  8 :30  a.  m.  of  the  day,  on  the  evening  of  which  the  program  is 
to  be  given. 

Sec.  3.  Duties  of  the  Treasurer. —  It  shall  be  the  duty  of  the 
Treasurer  to  collect  all  dues  and  take  charge  of  all  moneys  belong- 
ing to  the  society,  to  disburse  the  same  upon  the  written  order  of 
the  President  and  Secretary,  to  make  such  reports  as  the  society 
may  require,  to  keep  a  debit  and  credit  account,  and  to  give  such 
notice  to  delinquent  members  as  is  provided  for  in  Article  VI, 
Section  4,  of  this  constitution. 

Sec.  4.  Duties  of  the  8ergeants-at-Arms. —  It  shall  be  the  duty 
of  the  Sergeants-at-Arms  to  attend  the  society  during  its  sittings, 
to  aid  in  the  enforcement  of  order  under  the  direction  of  the  pre- 
siding ofl&cer;  to  execute  the  commands  of  the  society  from  time 
to  time,  and  to  act  as  ushers  in  public  sessions. 

Sec.  5.  Executive  Committee. —  This  committee  shall  consist  of 
the  President,  Vice-President,  and  Recording  Secretary.  It  shall 
be  the  duty  of  this  committee  to  act  for  the  society  in  all  incidental 
matters  and  to  audit  all  accounts  of  the  Treasurer. 

Sec.  6.  Program  Committee. —  This  committee  shall  consist  of 
two  members  to  be  appointed  by  the  President  at  the  first  meeting 
of  each  term,  to  hold  office  during  one  society  term.  The  duties 
of  this  committee  shall  be  to  arrange  the  programs  of  the  literary 
exercises;  to  see  that  each  member  is  placed  on  the  program  at 
least  once  each  term;  to  keep  a  permanent  record  of  the  appear- 
ance of  each  member;  to  report  programs  at  least  four  weeks  in 
advance  and  for  the  first  four  meetings  of  the  following  term. 

Sec.  7.  Historian. —  It  shall  be  the  duty  of  the  historian  to  take 
charge  of  and  file  all  records,  and  other  material  of  interest,  in 
the  historical  library  of  the  school. 

Articlk  IX 

Penalty  for  Delikquency. —  Any  member  reported  in  arrears 
by  the  Treasurer  shall  be  deprived  of  the  privileges  of  speaking 
and  voting  in  the  business  session  until  said  arrears  are  paid. 

Article  X 

How  Amended. —  This  constitution  may  be  altered  or  amended 
by  a  two-thirds  vote  of  the  active  members  present  at  any  regular 
business  meeting;  notice  of  such  alteration  or  amendment  having 


APPENDICES  219 

been  read  before  the  society  and  filed  with  the  Secretary  at  least 
three  weeks  in  advance. 


BY-LAWS 
Article  I 

Sec.  1.  Sessions  —  when  held. —  The  public  literary  sessions  of 
this  society  shall  occur  on  evenings. 

Sec.  2.  Special  Meetings. —  Special  meetings  shall  be  called  by 
the  President,  at  the  request  of  five  active  members. 

Sec.  3.  Secrecy  of  Business. —  The  business  sessions  of  this  so- 
ciety shall  be  held  with  closed  doors.  Secrecy  with  regard  to  the 
business  of  the  society  shall  be  enjoined  on  all  members. 

Sec.  4.  Quorum. —  A  quorum  shall  consist  of  two-fifths  of  the 
active  members  of  the  society. 

Article  II 

Sec.  1.  Election  by  Ballot. —  All  elections  in  the  society  shall  be 
by  ballot;  a  majority  of  all  votes  cast  being  necessary  to  a  choice. 

Sec  2.  Nominations. —  All  nominations  shall  be  by  informal  bal- 
lot. The  three  active  members  receiving  the  highest  number  of 
ballots  shall  be  nominees. 

Sec.  3.  Election  of  Oncers. —  The  election  of  oflScers  for  the  suc- 
ceeding term  shall  be  held  at  the  last  regular  meeting  of  each  term. 

Article  III  —  Taxes 

Sec.  1.  Special  Taxes. —  At  any  regular  business  session  an 
equal  tax  may  be  levied  on  all  active  members  by  a  two-thirds  vote. 

Sec  2.  When  due. —  A  tax  shall  be  due  one  week  after  it  is 
levied. 

Sec  3.  On  whom  Binding. —  Any  member  having  been  active  at 
the  time  of  any  business  session  in  a  society  term  shall  be  held  for 
all  taxes  levied  during  that  term;  said  tax  or  taxes,  if  voted  while 
he  is  a  retired  member,  to  be  due  when  he  shall  become  active. 

Article  IV 

Sec  1.  Fines  for  Non-performance. —  Any  active  member  fail- 
ing to  perform  any  duty  assigned  to  him,  unless  excused  from 


220        THE  HIGH  SCHOOL  DEBATE  BOOK 

such  duty  by  a  two-thirds  vote,  shall  be  fined  fifty  (50)  cents; 
provided  that  in  case  of  non-performance  of  duty  on  the  program, 
the  fine  shall  be  $1.00. 

Sec.  2.  Fines  for  Absence,  etc. —  Any  member  absenting  himself 
from  roll-call  at  the  open  session,  or  who  shall  leave  the  room  dur- 
ing the  open  session  without  permission  of  the  President,  shall 
stand  fined  ten  (10)  cents,  and  for  leaving  the  room  during  busi- 
ness session  without  permission  of  the  President  shall  stand  fined 
fifteen  (15)  cents,  and  any  member  absenting  himself  from  roll- 
call  of  the  business  session  shall  stand  fined  fifteen  (15)  cents; 
said  fines  to  be  reported  to  the  Secretary  by  the  President. 

Article  V 

Rules  of  Order.—  Roberts'  "  Rules  of  Order "  shall  be  the 
standard  of  parliamentary  usage  in  this  society. 

Article  VI 

Rules  of  Order. —  The  following  rules  of  order  shall  be  binding 
upon  the  society: 

Rule  1.  Yeas  and  Nays. —  Upon  the  ordering  of  the  yeas  and 
nays,  each  active  member  shall  without  debate  give  his  vote  unless 
especially  excused  before  the  voting  commences. 

Rule  2.  Protest. —  Any  member  offering  a  protest  against  any 
of  the  proceedings  of  this  society  may  have  the  same,  if  in  respect- 
ful language,  entered  in  full  in  the  minutes. 

Rule  3.  Order  of  Business. —  The  following  shall  be  the  order 
of  exercises  for  the  regular  sessions  of  this  society: 

Public  Literary  Session. 
I.     Roll  call. 
II.     Program. 
III.     Adjournment. 

Business  Session. 

I.     Reading  and  disposition  of  minutes. 
II.     Critic's  report  on  program. 

III.  Reading  of  programs  by  program  committee. 

IV.  Treasurer's  report  and  excusal  of  fines. 

V.     Initiation,  signing  constitution,  and  paying  of  initiation  fee. 


APPENDICES  221 

VI.  Balloting  on  names  of  candidates  for  membership. 

VII.  Suggestion  and  proposal  of  new  names. 

VIII.  Election  of  officers. 

IX.  Reports  of  committees. 

X.  Unfinished  business. 

XI.  New  business. 

XII.  Roll  call. 

XIII.  Adjournment. 


APPENDIX  B 

LIST  OF  QUESTIONS  FOR  DEBATE  UPON  WHICH  THE  LIBRARY  OF 
CONGRESS  HAS  ISSUED   BIBLIOGRAPHIES 
Arbitration.     Select  list  of  references  on  industrial  arbitration; 
compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief  Bibliogra- 
pher.    1903.     15  pp. 

List   of   references    on   international   arbitration;    compiled 

under  the  direction  of  A.  P.  C.  Griffin,  Chief  Bibliographer.  1908. 
151  pp. 

Includes    references    on    the    Conferences    at    the 

.  Hague,  Limitations  of  armaments,  Collection  of  debts 

of   foreign   countries,    French   occupation   of  Mexico, 

Venezuela  case.  The  San  Domingo  question,  1904-1905, 

and  the  Monroe  doctrine,  and  war  and  peace. 

Banks  and  Banking.  List  of  the  more  important  works  in  the 
Library  of  Congress  on  banks  and  banking;  compiled  under  the 
direction  of  A.  P.  C.  Griffin,  Chief  Bibliographer.     1904.     55  pp. 

(New  Issue.)  In  Preparation. 

List  of  works  relating  to  the  1st  and  2nd  banks  of  the 

United  States;  compiled  under  the  direction  of  A.  P.  C.  Griffin, 
Chief  Bibliographer.     1908.    47  pp. 

Indicates  material  complementary  to  that  given  in 
"  Select  list  relating  to  currency  and  banking."  Doc- 
umentary material  contained  in  the  American  State 
Papers  and  in  the  Congressional  documents  forms  a 
separate  section. 

List  of  references  on  guaranty  of  bank  deposits. 

In  Preparation, 
Boycotts.     Select  list  of  references  on  boycotts  and  injunctions 
in  labor  disputes.  In  Press. 

Budget.  Select  list  of  references  on  the  budget  of  foreign  coun- 
tries; compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief  Bibli- 
ographer.    1904.     19  pp. 

222 


APPENDICES  223 

The  titles  in  this  list  have  been  brought  together  to 
meet  requests  in  regard  to  public  expenditures  of  for- 
eign countries.  It  includes  a  number  of  titles  of  works 
showing  the  growth  of  public  expenditures,  with  dis- 
cussions of  the  causes  of  increases. 

Cabinets.  Select  list  of  books  on  the  cabinets  of  England  and 
America;  compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief 
Bibliographer.     1903.     8  pp. 

Child  Labor.  List  of  books  (with  references  to  periodicals)  re- 
lating to  child  labor;  compiled  under  the  direction  of  A.  P.  C. 
Griffin,  Chief  Bibliographer.     1906.     66  pp. 

Chinese  Immigration.  Select  list  of  references  on  Chinese  im- 
migration; compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief 
Bibliographer.     1904.     31  pp. 

Colonization.*  List  of  books  (with  references  to  periodicals) 
relating  to  the  theory  of  colonization,  government  of  dependencies, 
protectorates,  and  related  topics;  by  A.  P.  C.  Griffin,  Chief  Bibli- 
ographer.    1900.     131  pp. 

2d  ed.,  with  additions.     1900.     156  pp. 

Includes  references  on  Government  of  dependencies, 
Protectorates,  Climate  and  colonization,  Expansion  of 
the  United  States,  British,  French,  German,  Dutch, 
Italian,  Spanish,  and  Portuguese  colonies,  Cuba  under 
Spain,  and  Philippines  under  Spain. 

Reprinted  in  U.  S.  Bureau  of  statistics  (Treasury 
department).  Colonial  administration,  1800-1900.  In 
monthly  summary  of  commerce  and  finance.  Oct., 
1901,  pp.  1576-1626;  and  March,  1903,  pp.  2941-3000. 

Currency.  Select  list  of  books,  with  references  to  periodicals 
relating  to  currency  and  banking,  with  special  regard  to  recent 
conditions;  compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief 
Bibliographer.     1908.     93  pp. 

This  list  is  principally  concerned  with  works  on 
banking  and  currency  systems  of  the  world  and  with 
plans  and  discussions  of  currency  reform  in  this  coun- 
try, including  recent  phases  of  the  question.  The  list 
of  works  relating  to  1st  and  2nd  Banks  of  United 
States  supplements  this. 

Deep  Waterways  List  of  works  relating  to  deep  waterways 
from  the   Great  Lakes   to  the  Atlantic  Ocean,  with   some   other 

*  Exhausted. 


224       THE  HIGH  SCHOOL  DEBATE  BOOK 

related  works;  compiled  under  the  direction  of  A.  P.  C.  Griffin, 
Chief  Bibliographer.     1908.     59  pp. 

The  list  contains  references  to  discussions  of  the 
more  recently  suggested  plans  of  development,  as  well 
as  the  older  plans,  whether  merely  suggested  or  ac- 
tually carried  out. 

Eight-Hour  Day.  List  of  books  relating  to  the  eight-hour  work- 
ing day  and  to  limitation  of  working  hours  in  general;  compiled 
under  the  direction  of  A.  P.  C.  Griffin,  Chief  Bibliographer.  1908. 
24i  pp. 

It  refers  to  the  official  publications  of  Belgium, 
France,  and  Great  Britain  as  well  as  the  United 
States.  Eight  pages  are  devoted  to  articles  in  peri- 
odicals; these  are  followed  by  a  list  of  the  sets  of 
periodicals  in  the  Library  of  Congress  dealing  with 
the  labor  question  exclusively. 

Elections.  Select  list  of  references  on  corrupt  practices  in  elec- 
tions ;  compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief  Bibli- 
ographer.    1908.     12  pp. 

Contains  references  on  such  subjects  as  the  money 
power  in  politics,  machine  politics  and  public  patron- 
age, as  well  as  to  publicity  and  other  efforts  to  pre- 
vent corruption. 

Employers'  Liability.  Select  list  of  works  relating  to  employ- 
ers' liability;   compiled  under  the  direction  of   A.   P.   C.   Griffin. 

1906.  25  pp. 

Far  East.  Select  list  of  books  (with  references  to  periodicals) 
relating  to  the  Far  East;  compiled  under  the  direction  of  A.  P.  C. 
Griffin,  Chief  Bibliographer.     1904.     74  pp. 

Includes  references  on  Russia,  Russian  expansion, 
Trans-Siberian  railroad,  Tibet,  Manchuria,  Japan, 
Korea,  Russo-Japanese  relations,  American  relations 
in  the  Far  East,  Anglo-Russian  relations,  China. 

Federal  Control.  Select  list  of  references  on  federal  control 
of  commerce  and  corporations;  compiled  under  the  direction  of 
A.  P.  C.  Griffin,  Chief  Bibliographer.     1903.     8  pp. 

List  of  more  recent  works  on  federal  control  of  commerce. 

1907.  16  pp. 


APPENDICES  225 

Fourteenth  Amekdmext.  List  of  discussions  of  the  fourteenth 
and  fifteenth  amendments,  with  special  reference  to  negro  suffrage; 
compiled  under  direction  of  A.  P.  C.  Griffin,  Chief  Bibliographer. 
1906.       18  pp. 

Goverkmejtt  Ownership.  Select  list  of  references  on  govern- 
ment ownership  of  railroads ;  compiled  under  the  direction  of  A.  P. 
C.  Griffin,  Chief  Bibliographer.     1903.     14  pp. 

Immigration.  List  of  books  (with  references  to  periodicals)  on 
immigration ;  compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief 
Bibliographer.     1904.     76  pp. 

2d  issue,  with  additions.     1905.     99  pp. 

3d  issue,  with  additions.     1907.     157  pp. 

Impeachment.  Select  list  of  references  on  impeachment;  com- 
piled under  the  direction  of  A.  P.  C.  Griffin,  Chief  Bibliographer. 
1905.     16  pp. 

Income  Tax.  Select  list  of  works  relating  to  taxation  of  in- 
heritances and  of  incomes ;  compiled  under  the  direction  of  A.  P.  C. 
Griffin,  Chief  Bibliographer.     1907.     86  pp. 

Includes  a  list  of  Congressional  documents  and  de- 
bates relating  to  direct  taxation  and  a  list  of  treatises 
on  the  Constitution  of  the  United  States  which  give 
consideration  to  the  taxing  power. 

Initiative.    List  of  references  on  initiative  and  referendum. 

In  Preparation. 

Insurance.*  List  of  works  relating  to  government  regulation 
of  insurance.  United  States  and  foreign  countries;  compiled  under 
the  direction  of  A.  P.  C.  Griffin,  Chief  Bibliographer.  1906.  46 
pp. 

Select  list  of  references  on  workingmen's  insurance  —  Gen- 
eral, United  States,  Great  Britain,  Germany,  France,  Belgium; 
compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief  Bibliog- 
rapher.    1908.     28  pp. 

This  list  supplements  the  list  of  references  on  old- 
age  and  civil-service  pensions,  published  in  1903.  The 
■  arrangement  is  by  broadly  classified  references  to  the 
general  subject  grouped  under  the  name's  of  countries 
that  have  developed  the  subject  to  any  extent,  with  an 
author  index  at  the  end. 

*  Exhausted. 
15 


226       THE  HIGH  SCHOOL  DEBATE  BOOK 

Labor.  Select  list  of  books  (with  references  to  periodicals)  on 
labor,  particularly  relating  to  strikes;  compiled  under  the  direc- 
tion of  A.  P.  C.  Griffin,  Chief  Bibliographer.     1903.     65  pp. 

Municipal  Affairs.  Select  list  of  books  on  municipal  affairs, 
with  special  reference  to  municipal  ownership;  compiled  under  the 
direction  of  A.  P.  C.  Griflan,  Chief  Bibliographer.     1906.     34  pp. 

This  list  is  intended  to  afford  a  ready-to-hand  guide 
for  the  ordinary  investigator  to  writings  for  and 
against  municipal  ownership  and  to  material  showing 
conditions  in  various  municipalities. 

Negro  Question.*  Select  list  of  references  on  the  negro  ques- 
tion ;  compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief  Bibli- 
ographer.    1903.     28  pp. 

Occupation  of  Philippines.  List  of  works  relating  to  the 
American  occupation  of  the  Philippine  Islands,  1898-1903;  by  A. 
P.  C.  Griffin,  Chief  Bibliographer.  Reprinted  from  the  list  of 
books  (with  references  to  periodicals)  on  the  Philippine  Islands, 
1903,  with  some  additions  to  1905.     1905.     100  pp. 

Pensions.  Select  list  of  references  on  old-age  and  civil-service 
pensions;  compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief 
Bibliographer.     1903.     18  pp. 

A  list  complementary  to  this  is  entitled.  Select  ifst 
on  workingmen's  insurance. 

Political  Parties.  List  of  works  relating  to  political  parties  in 
the  United  States ;  compiled  under  the  direction  of  A.  P.  C.  Griffin, 
Chief  Bibliographer.     1907.    29  pp. 

Contains  titles  of  books  and  articles  on  the  forma- 
tion and  history  of  political  parties  in  the  United 
States.  It  does  not  include  works  on  the  general  po- 
litical history  of  the  nation,  unless  they  treat  of  party 
organization  or  party  action.  "While  the  list  is  not 
exhaustive,  it  includes,  besides  the  better-known  writ- 
ings, some  others  which  are  of  particular  interest  to 
the  special  investigator.  Party  proceedings,  and,  as 
a  rule,  biographical  studies  are  omitted,  nor  has  an 
exhibit  of  source  material  been  attempted,  the  purpose 
being  rather  to  note  the  literature  of  parties  as  in- 
terpreted by  their  historians. 

*  Exhausted. 


APPENDICES  227 

Postal  Savings.  List  of  books  relating  to  postal  savings  banks; 
compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief  Bibliogra- 
pher.    1908.     23  pp. 

Includes  a  list  of  articles  in  United  States  Con- 
sular reports. 

Primary  Elections.  List  of  references  on  primary  elections, 
particularly  direct  primaries;  compiled  under  the  direction  of  A. 
P.  C.  Griffin,  Chief  Bibliographer.     1905.     25  pp. 

Railroads.  A  list  of  books  (with  references  to  periodicals)  on 
railroads  in  their  relation  to  the  government  and  the  public,  with 
appendix  containing  list  of  references  on  the  Northern  Securities 
case;  compiled  under  the  direction  of  A.  P.  C.  Griflto,  Chief  Bib- 
liographer.    1904.    72  pp. 

2d  issue.     1907.     131  pp. 

In  this  reprint  are  introduced  some  works  showing 
the  operation  of  government  ownership  in  foreign 
countries,  both  from  a  critical  and  a  favorable  stand- 
point. The  legislation  which  resulted  in  the  inter- 
state commerce  law  of  1906  is  represented  in  the 
government  documents  listed.  The  list  is  mainly  con- 
cerned with  material  in  the  Library  of  Congress  on 
railroads  in  the  United  States  in  their  economic  and 
political  relations.  It  embodies  treatises  on  the  theory 
and  history  of  railroad  combinations,  governmental  in- 
vestigations, speeches  in  Congress,  and  reports  on 
inter-state  commerce,  with  references  to  some  judicial 
decisions,  and  references  on  the  Northern  Securities 


Select  list  of  references  on  the  valuation  and  capitalization 

of  railroads;  compiled  under  the  direction  of  H.   H.   B.  Meyer, 
Chief  Bibliographer.     1909.     28  pp. 

This  list  was  printed  as  manuscript  to  meet  an 
immediate  call  for  references  on  railroad  valuation. 
The  subject  was  found  to  be  so  interwoven  with  that 
of  railroad  capitalization  that  it  proved  inexpedient 
to  separate  the  two.  The  list  therefore  includes  both 
subjects,  with  emphasis  only  on  railroad  valuation. 
A  few  works  on  the  economics  of  railroad  construc- 
tion have  been  included  because  of  their  relation  to  the 
subject. 


228        THE  HIGH  SCHOOL  DEBATE  BOOK 

Railroads.  Select  list  of  books  on  railroads  in  foreign  countries. 
Governmental  regulation.  General,  Continental  Europe,  Interna- 
tional freight  agreement,  Great  Britain,  France,  Germany,  Belgium, 
Switzerland,  Italy,  Austria-Hungary,  Russia;  compiled  under  the 
direction  of  A.  P.  C.  Grif&n,  Chief  Bibliographer.     1905.     72  pp. 

Reciprocity.  List  of  references  on  reciprocity;  books,  articles 
in  periodicals.  Congressional  documents;  compiled  under  the  direc- 
tion of  A.  P.  C.  Griffin,  Chief  Bibliographer.     1902.     38  pp. 

Also  printed  as  Senate  document  317,  57th  Con- 
gress, 1st  session,  in  serial  No.  4241. 

2d  ed.,  with  additions  by  H.  H.  B.  Meyer.     1910.     137  pp. 

This  edition  includes  the  references  on  Canada  is- 
.  sued  in  1907  with  additions,  also  sections  on  reciproc- 
ity with  Hawaii,  with  Cuba,  and  reciprocity  under  the 
McKinley  act,  1890-1894. 

Select  list  of  booko  with  references  to  periodicals,  on  reci- 
procity with  Canada;  compiled  under  the  direction  of  A.  P.  C. 
Griffin,  Chief  Bibliographer.     1907.     14  pp. 

Briefly  calls  attention  to  the  official  sources  of  in- 
formation, such  as  the  publications  of  the  Bureau  of 
Statistics  of  the  United  States  Department  of  Com- 
merce and  Labor,  the  Canadian  Department  of  Cus- 
toms and  Department  of  Trade  and  Commerce,  as 
well  as  the  consular  reports  of  the  United  States  and 
Great   Britain. 

Recognition-.  A  list  of  references  on  recognition  in  interna- 
tional law  and  practice;  compiled  under  the  direction  of  A.  P.  C. 
Griffin,  Chief  Bibliographer.     1904.     18  pp. 

(New  issue.)  In  Preparation. 

Representation.  A  list  of  books  (with  references  to  period- 
icals) relating  to  proportional  representation;  compiled  under  the 
direction  of  A.  P.  C.  Griffin,  Chief  Bibliographer.     1904.     30  pp. 

(New  issue.)  In  Preparation. 

Senators.*  Debates  in  federal  convention  on  election  of  Sena- 
tors, with  extracts  from  federal  list  and  bibliography;  compiled 
by  A.  P.  C.  Griffin,  Chief  Bibliographer.     1902.     14  pp. 

Also  printed  as  Senate  document  404,  57th  Con- 
gress, 1st  session,  in  serial  No.  4245. 

*  Exhausted. 


APPENDICES  229 

Senators.  List  of  references  on  the  popular  election  of  Sena- 
tors; compiled  under  the  direction  of  A.  P.  C.  Griffin,  Chief  Bibli- 
ographer.    1904.    39  pp. 

This  is  a  rearrangement  with  additions  of  Senate 
document  404,  57th  Congress,  1st  session. 

Subsidies.  A  list  of  books  (with  references  to  periodicals)  on 
mercantile  marine  subsidies;  compiled  under  the  direction  of  A.  P. 
C.  Griffin,  Chief  Bibliographer.     1900.    43  pp. 

Also  printed  as  Senate  document  61,  56th  Congress, 
2d  session,  in  serial  No.  4033. 

Sugar.  Select  list  of  references  on  sugar,  chiefly  in  its  economic 
aspects;  compiled  under  the  direction  of  H.  H.  B.  Meyer,  Chief 
Bibliographer,  1910.     238  pp. 

Emphasis  has  been  placed  on  the  economic  side. 
It  seemed  desirable,  however,  to  include  writings  on 
the  culture  and  growth  of  sugar-producing  plants,  and 
on  the  chemistry  and  technology  of  sugar.  These 
three  divisions  of  the  subject  have  pointed  the  way 
to  the  most  natural  arrangement  of  the  material  under 
three  main  headings:  General  and  Economic,  Agri- 
culture, Chemistry  and  Manufacture. 

Supreme  Court.  List  of  works  relating  to  the  Supreme  Court 
of  the  United  States;  compiled  under  the  direction  of  H.  H.  B. 
Meyer,  Chief  Bibliographer.     1909.     124  pp. 

The  list  is  in  four  sections:  The  first  containing 
general  works  on  the  court;  the  two  next,  the  reports 
and  digests;  and  the  last,  biographical  material  on 
the  chief  justices  and  associate  justices.  Some  of  the 
more  important  writings  of  the  chief  justices  are 
noted. 

Tariff.  Select  list  of  references  on  the  British  tariff  movement 
(Chamberlain's  plan)  ;  compiled  by  A.  P.  C.  Griffin,  Chief  Bibliog- 
rapher.    1904.     37  pp. 

Trusts.  A  list  of  books  (with  references  to  periodicals)  relat- 
ing to  trusts;  by  A.  P.  C.  Griffin,  Chief  Bibliographer.  1900. 
20  pp. 

2d  edition,  with  additions.     1902.     41  pp. 

3d  ed.,  with  supplementary  select  list.     1907.     43  pp. 

Wages.    List  of  references  on  wages.  In  Preparation. 


t:-"-  »•  ■'    .,/4,.. :' 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
BERKELEY 

Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  date  stamped  below. 


mZ  7  IS. 


JUL -6  1970      6 


In  stacks     juni*"* 


JAN  1 6  195G  Riro  LD    >AUG  1 1 


I^R   3^9700  4 


0-9AM2Xi 


LD  21-100to-7,'52(A2528s16)476 


UNIVER3ITY  OF  CALIFORNIA  LIBRARY 


